Fads About Southern 
tiducational Progress 



By CHARLES L. COON 

Of the North Carolina Department of Education 



Prepared Under the Direction of the Campciign Committee 
of the Southern Education Board 



"Men like flattery for the moment, but they know the truth for their own. It 
is a foolish cowardice which keeps us from trusting them, and speaking to them 
rude truth. They resent your honesty for an instant, they will thank you for 
it ahvays." — From Emerson's Essay on New England Reformers. 

"It is not the will of your Father which is in Heaven that one of these little 
ones should perish. I came that ye might have life and have it more abun- 
dantly." — Jesi7S. 






"The people have a right to the privilege of education and it is the 
duty of the State to guard and maintain that right." — Constitution of 
North Carolina. 

"For every pound you save in education, you will spend five in prose- 
cutions, in prisons, in penal settlements." — Lo^d Macaulay. 

"Every son, whatever may be his expectations as to fortune, ought 
to be so educated that he can superintend some part of the complicated 
machinery of social life; and every daughter ought to be so educated 
that she can answer the claims of humanity, whether those claims re- 
quire tlie labor of the head or the labor of the hand." — Horace Mann. 

"The public free schools are the colleges of the people; they are the 
nurseries of freedom ; their establisliment and efficiency are the para- 
mount duty of a republic. The education of children is the most legiti- 
mate object of taxation." — ./. L. M. Curry. 

"At that hour came the disciples unto Jesus, saying, who, then, is 
greatest in the kingdom of heaven? And he called to him a little child 
and set him in the midst of them." — -Jesus. 

In Exchange 

Univ. of North Carolina 
SEP 2 7 1d33 



J 



5>> 












EXPLANATION. 



The Campaign Committee of the Southern Education 
Board publishes this pamphlet for the use of workers in the 
cause of education. It is hoped tliat it will be useful to 
writers, to public speakers, and to students of educational 
conditions. It would be too much to hope that no mistakes 
will appear in the volume or that full justice will be done to 
every phase of the subject. Such mistakes as may appear 
can be corrected in future additions of the Campaign Book. 
The committee will be glad to have its attention called to 
any errors. 

In order that there might be as few errors as practicable 
in this year's edition, the manuscript of this volume was sub- 
mitted to the Superintendents of Public Instruction of the 
Southern States, at their annual meeting in April, 1905, and 
they expressed the opinion that its publication would be of 
great service to educational workers in their respective States. 
At the same meeting of the State Superintendents the 
following resolution was unanimously adopted: Resolved^ 
"That the Association of Southern State Superintendents of 
Public Instruction desires to express its appreciation of the 
valuable work for the past three years of the Southern Edu- 
cation Board in co-operation with the educational authori- 
ties of the States, and of the spirit in which the work has been 
done, and also to express its gratification at the provision for 
the continuance of this co-operative work." 

Charles D. McIvee, 
"Edwin A. Alderman, 
H. B. Frissell, 
Walter B. Hill, 
Edgar Gardner Murphy, 

Cam paign C o m m ii tee. 



"Every human being has an absolute, indefeasible right to an educa- 
tion; and there is the correlative duty of government to see that the 
means of education are provided for all. Government protects child- 
hood, but childhood lias more than physical wants. Infanticide is pro- 
hibited, but life is not worth living unless instruction supervenes. 
Otherwise, no true life, no real manhood. It is a travesty on manhood 
to make a brutal prize fighter its representative. Education is due 
from government to children. The school is supplementary to family, 
to churches, in the province of education. Society rests upon educa- 
tion in its comprehensive meaning. Man must be educated out of, lifted 
above animal impulses — a state of nature — and made to respect social 
forms, the rights and duties of persons and property. Education is to 
prepare the individual for life in social institutions. Crime and ignor- 
ance and non-productiveness are antagonistic to society. . . . The 
first necessity of civilization is a system of universal education." — Dr. 
J. L. M. Gurry. 

"The strength of every community is dependent upon the average of 
the intelligence of that community, and this intelligence is dependent 
upon the education of the entire mass and not of the few." — Charles B. 
Aycock. 

"To close the door of hope against any child within the borders of 
the .State, whatever be his race or condition, by deliberately removing 
him from the possibility of securing such training as will fit him for 
the life he has to live is un-Christian, undemocratic and un-American." 
— Gov. N. C. Blanchard. 



PREFACE. 



It is the purpose of this publication to set forth such facts 
about Southern educational conditions as every good citizen 
should know. It is not its purpose to paint an untrue pic- 
ture in any particular. JSTo Southern man could maintain his 
self-respect and lend himself to the work of painting warts 
where there is none on our educational countenance. There- 
fore, I have tried to show, so far as figures will permit, 
our relative position as to population and illiteracy, as well 
as to show by comparison what we are doing along educational 
lines in proportion to our ability. There are also figures to 
show the illiteracy conditions elsewhere in the United States. 

The particular facts brought out in regard to North Caro- 
lina can be tabulated for every other Southern State, mostly 
from the figures given in the general tables. Such particu- 
lars about all the States have been omitted for lack of space. 
The ISTorth Carolina figures are intended to be suggestive and 
typical and can be made for any State by any one interested, 
if he is willing to do a few minutes work. The reader will 
find a summary of the public school taxation laws, public 
school statutes, and the constitutional provisions relating to 
public education for all the States of the South.* It is 
believed that such a summary will be of general utility not 
only to }>atriotic citizens everywhere, but of use to public 
speakers and the secular and religious press. I am well 
aware that statistics can never paint all of any picture. But 
those of us who have some knowledge of educational condi- 
tions well know that the educational statistics of the South 
and of other sections are generally better than the thing they 
attempt to portray. 

*Statistics about Kentucky will he found in the Appendix. 



6 ' Preface. 

The facts set forth, I trust, will be used as they are intend- 
ed to be used, viz., in making public sentiment everywhere 
in favor of the better education of all the children. It is 
only the truth which can arouse a sentiment strong enough 
to effect such a result, and no lover of his home and his State 
should fail to tell the truth in such a cause. 

The several parts of this publication are each preceded 
by a table of contents, which will facilitate reference. All 
through the tables will be found conclusions, quotations, 
summaries and suggestions. The final chapter on campaign 
suggestions contains some examples of practical solutions of 
particular problems, which, it is hoped, will be found help- 
ful to those who are attempting to secure better educational 
conditions throughout the South. 

Finally, the author hopes the attempted arrangement in 
concise form of all general available school statistics will be 
found helpful to earnest men and women who are battling 
for the children's cause and the future of our civilization, 
if it does not afford an inspiring study to the emotional and 
sentimental attitude which we are all too prone to assume on 
occasion. 

Ealeigh, N. C, June 1, 1905. C. L. C. 



THE EDUCATIONAL PROBLEM 
IN THE SOUTH. 



The strategic point in any educational system is the 
teacher. '"As the teacher is so is the school," is a maxim 
as old as civilization and so true that no one needs to have 
its truth demonstrated. Our civilization now demands that 
the doctor have not only a general education, but also that 
he have special training for his work; that the lawyer be a 
man of general education, as well as possessed of a technical 
body of knowledge which pertains to his profession ; that the 
cotton mill superintendent, the bricklayer, the carpenter, and 
like workers in wood, iron and other dead matter shall have 
some special knowledge of their profession before they are 
employed to supervise the erection of our houses or conduct 
our business enterprises. But as yet that class among us who 
train at least eighty out of every hundred of our future citi- 
zens, viz., the country school teachers of the South, are only 
required to exhibit a very elementary general knowledge of 
some half a dozen or more subjects, and only such knowledge, 
too, as is possessed by any intelligent man or woman else- 
where in the world, in order to gain charge of the training 
of the children. And not only are the teachers of most of 
our children destitute of special training when they begin the 
work of teaching, but there is not yet in the South any ade- 
(piate provision made by which the work of these untrained 
teachers can be inspected and supervised and their lack of 
skill made as harmless as possible in its effect on the edu- 
cation of the children. These unskilled workers in immortal 
stuff are given a room full of children of all ages and are 
usually left to their o^vn devices, with no definite course of 
study, with no definite plans of work to carry out, with no 



8 



[Facts About Southern 



intelligent supervision of their teaching, with no adequate 
means of improving the quality of instruction under intelli- 
gent and expert guidance. Why all the above is now gener- 
ally true of the country school of the South will partly appear 
from the facts disclosed by the table which follows. 

WHAT THE COUNTRY TEACHER OF THE SOUTH IS PAID. 



Virginia 

North Carolina . 
South Carolina . 

Georgia 

Florida 

Alabama 

Mississippi .... 

Louisiana 

Texas 

Arkansas 

Tennessee 



si >- 

bo P .H 

«! !>, y 



$30 00* 
29 05 
25 00 
27 43 
35 00* 
35 00 
33 85 
35 00* 
45 12 
35 00* 
33 00 



115 days* 
85 days 

109 days 
104 days 
108 days* 

110 days 
110 days 
110 days* 

102 days 
80 days 

103 days 






d c 



u ca g 



$172 50 
123 46 
136 25 
142 64 
189 00 
192 50 
186 18 
192 50 
230 11 
140 00 
158 40 



1902-03 

1903-04 

1903-04 

1903 

1903-04 

1903-04 

1902-03 

1902-03 

1903-04 

1903-04 

1903-04 



•Estimated for country schools. 



A recent issue of the New York Sun says the ''Dog Catch- 
er" of the city of Washington, euphoniously styled the 
"pound keeper," receives $1,500 a year salary. The average 
salary of grade teachers in the Washington city schools is 
only $500 a year ! 

The significance of the above figures hardly needs com- 
ment. However, it should be remembered that the figures 
disclose several things worthy the consideration of every pa- 
triotic citizen and lover of childhood. 

1. Only unskilled labor can be secured at such salaries. 
We are confronted, then, with the serious problem of having 



"Teaching seems to be the only profession or work in the world in 
which experience and professional preparation are not considered of 
indispensable importance." — -Dr. J. L. M. Curry. 



Educational Progress.] ^ 

a majority of eighty^ out of every hundred of our children 
taught by comparatively untrained men and women. Can 
any patriot contemplate such a fact with indifference or with- 
out dread of its effects on the future welfare of the State? 

2. These meagre salaries also mean that the teachers of 
eighty out of every hundred of the children must give most 
of their time and attention to other means of making a living 
and not to training the children. It is well known that the 
county jailer is usually allowed about $150 a year for the 
board, clothing and other attention he gives to those con- 
fined in our jails. A teacher's annual expenses can hardly 
be less and enable him to be fed and clothed. 

3. But $150 is more than the average annual salary of 
many of the country teachers of the South. What kind of 
service, then, can reasonable men expect from those who are 
paid annually such starvation wages ? 

4. Every intelligent, able-bodied man can earn and does 
earn more annually than the wages paid country teachers in 
any Southern State. Even the convicts that are hired out 
for profit by Xorth Carolina and other Southern States earn 
from $225 to $300 a year and their board for the States 
which hire them. No carpenter, bricklayer and worker at 
any respectable trade would work and could afford to work 
for the annual wages paid country teachers in any Southern 
State. 

5. The conclusion is then forced upon us that training 
children is now less profitable among us than almost any 
other known occupation, engaged in by men or women, even 
often considered less profitable to the State in money than 
penal labor imposed on the convicts of our State prisons. 

6. Another conclusion is also forced upon us, viz., that 
competent and trained men and women will not long engage, 
if at all, in an occupation which commands such little prac- 

*The census of 1900 shows that 80 per cent, of the population of the South 
is rural. 



10 [Facts About Southekt^ 

tical appreciation and wages smaller even than wages com- 
manded by almost any kind of unskilled labor. It is not to 
be wondered at, then, that more than one-fourth of the 
Southern country school teachers leave the work of teach- 
ing every year, a fact which discloses to all who need proof 
that teaching among us is now largely a temporary means 
of earning a living, and not a profession which is entered 
upon by trained, capable and mature persons who intend to 
make it their life work. Do not the children deserve better 
at our hands than to be placed, at the most impressionable 
age, in the care of men and women who cannot, on account 
of the wages paid, be skilled in any occupation, much less 
in the difficult work of child training ? Even if skilled teach- 
ers do temporarily, in the spirit of self-sacrifice, take charge 
of some of our schools, the starvation wages paid must soon 
result in deadening their vitality and in narrowing their 
mental outlook and moral breadth. Such would be the re- 
sult of starvation wages on any human being in any occupa- 
tion, and especially is it so in the case of men and women 
who must live largely with children apart from many of the 
active concerns of the busy world. 

Finally, the above table of wages will suggest that we have 
yet to formulate some definite plans for the adequate payment 
and training of country public school teachers, as well as 
the proper organization of the country schools on such a basis 
as will attract educated and trained men and women to enter 
permanently on the indispensable work of training our future 
citizenship. 

SUPERVISION. 

Another serious problem in the organization of any effec- 
tive system of education is the problem of the direction of the 
individual workers in carrying out courses of study, methods 
of instruction, and the graduation of the schools. Every 
Southern State now has a county superintendent, supervisor 
of schools, or county examiner. But the salaries of these 



Educational Progress.] 



11 



officers are so small in comparison to the salaries paid for 
competent men in other executive positions, that very few 
skilled teachers can afford to occupy permanently the office 
of county superintendent in any of the Southern States. Ob- 
serve the following: 



PAY OF COUNTY SUPERINTENDENTS. 



5 a « 



Virginia 

North Carolina . 
South Carolina . 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 



$400 00 




506 


63 




575 


00 




514 


29 




760 


95* 




617 


23 




56 i 


11 




537 


33* 




800 


00 to 


$1200 


250 


00 




300 


00 





oot 



o 5 o 4:^ 
o 

r88i^84~ 
912 00 
950 00 
960 15 
760 95* 
1100 00 
922 58 
537 33* 
900 oot 
900 oot 
1000 00 



1902-03 

1903-04 

1903-04 

1903 

1903-04 

1903-04 

1902-03 

1902-03 

1903-04 

1903-04 

1903-04 



•County superintendent is also city superintendent. 

tFixed by statute at not less than $800 nor more than $1200 a year. 

JEstimated. 

It is safe to say that nearly every other county officer 
in the South receives a larger annual salary than is paid 
county superintendents. Is it worth more in money to the 
State, for instance, to arrest criminals and collect taxes and 
record deeds than it is to have the children's teachers well 
trained ? 

The salaries of city superintendents, though they are ridic- 
ulously small, are still nearly 50 per cent, larger than those of 
county superintendents, in almost all the States of the South. 
Yet it is well known that the city superintendent has only 
a few schools easily accessible, while the county superinten- 
dent has many schools scattered over a large area. The city 
superintendent can always be near at hand to correct abuses 
and to direct young and inexperienced teachers. The county 



12 [Facts About Southern 

superintendent, notwithstanding the larger number of un- 
trained teachers employed in the country schools and the 
wide area covered by such schools, must, on account of the 
low wages he receives, generally engage in some other occu- 
pation to make a living, devoting only a part of his time to 
the schools, generally doing only the clerical work incident to 
his office. Comparatively few county superintendents have 
enough technical knowledge of school work to make them the 
educational leaders of the people and the teachers of their 
counties. These conditions are traceable to many causes, 
chiefly to the lack of information on the part of the people of 
the real duties and importance that should attach to the 
office of county superintendent, and to the fact that the office 
is often made the rew^ard of political service rather than of 
capacity for educational leadership. 

But it ought to be easy to show the people that it would 
pay them to provide a competent director of the teachers of 
their children. If a man employs a few workmen to build a 
house, one of them must lead. If a cotton mill is to be con- 
ducted so as to pay dividends, there must be a competent 
superintendent in charge who knows the minutest details 
of the business and who can direct every subordinate intelli- 
gently. Then why not use as much business sagacity in the 
conduct of the schools of the children? And just here is a 
civic duty every intelligent man owes the State, viz., to use 
his best powers and efforts to show the people that the money 
now used for educational purposes is oftentimes largely 
wasted for lack of proper knowledge on the part of teachers 
who are unskilled and who could be trained to do somewhat 
skillful and efficient Avork were a real educational leader put 
in charge of them. 

SCHOOL HOUSES. 

But the better salary and training of teachers and the 
employment of competent men to direct the school systems of 
the various counties is not all of our present educational 



Educational Pkogress.] 



13 



problem. In order that the schools be successful, there must 
be adequate equipment in houses, grounds, furniture, libra- 
ries and apparatus. A cotton mill to earn large dividends 
must have up-to-date machinery. xV lumber plant with anti- 
quated machinery means bankruptcy to those who operate it. 
A farm with poor farm implements and poor barns neces- 
sarily means poor returns for the labor and money spent. 

It is safe to say that the table which follows means that 
there is anything but adequate equipment for conducting the 
country schools of the South. These figures alone will sug- 
gest to any thoughtful man that our country school houses 
are generally unattractive, inadequate, mostly without libra- 
ries and other equipment necessary for the intelligent conduct 
of schools of any kind. But all that will appear more fully 
from the following table, showing the average value of the 
country school houses of the different Southern States, includ- 
ing grounds and all equipment. The figures are estimated, it 
is true, but the figures are, perhaps, a little better in most 
cases than the actual facts would warrant. 



ESTIMATED AVERAGE VALUE OF COUNTRY SCHOOL HOUSES. 



\irginia 

North Carolina . 
South Carolina. 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 



i-g 

8965" 
7813 
4726 
74.33 
2366 
4386 
7052 
3433 
10731 
5000* 
6680 



1902-03 
1903-04 
1903-04 
1903 
1903-04 
1903-04 
1902-03 
1902-03 
1903-04 
1903-04 
1903-04 

♦Estimated. 

fValue of country school property is estimated at 50 per cent, of the total 
value of all public school property. This estimate is based on the relative value 
of country and town school property in North Carolina and other States, as 
reported 133' the State superintendents of those States. 



1, c 


bCo 1 


_ « s 


^ 1 


tVal 
try 
gro 


Aver 
sch 


$1,953,532 


$218 


1.335,425 


170 


850,000 


177 


2,150,135 


289 


645,026 


272 


562.342 


128 


920,000 


130 


1.225,000 


356 


7.295,337 


679 


1,677,646 


335 


2,496,265 


373 



14 [Facts About Southekn 

The sigiiiiicance of the above figures will more fully appear 
by remembering, for instance, that the total country school 
property for each North Carolina county averages less than 
$15,000 per county, which amount represents about 80 
country schools to each county. This $15,000 is considerably 
less than the average value of the county court houses, jails 
and poor houses of North Carolina. A comparison of the 
value of the county jails, court houses and poor houses of each 
Southern State with the country school property will con- 
vince anyone that what is true of North Carolina is true of 
every Southern State. 

Again, fifty North Carolina towns, in 1903-04, reported 
school property averaging in value $26,423. The average 
number of buildings for each of these fifty towns was 
less than three. These figures show that less than one hun- 
dred and fifty town school houses in North Carolina are 
worth substantially as much as 8,000 country school houses, 
though eight}^ out of every one hundred of the North Caro- 
lina school children must attend the country schools. In 
other words, North Carolina country children, composing 
more than eight-tenths of the school population, have for their 
education houses and equipment valued at only a little more 
than the houses and equipment which have been provided 
by fifty towns for the education of less than two-tenths of the 
North Carolina children of school age. 

A similar calculation for all the Southern States will show 
substantially the same conditions as are set forth above. The 
data contained in the several tables of this book will enable 
any one to make the figures for any particular State. 
The low value of the country school houses of the South must 
cause us to conclude that the ])eople are too poor to build 

Education is the grand machinery by which the raw material of 
human nature can be worked up into the finished product of inventors 
and discoverers: into skilled artisans and scientific farmers; into 
scholars and jurists; into foimders of benevolent institutions and into 
great expounders of ethical and theological science. — Horace Mann. 



Educational Progeess.] 



15 



better houses or that they are sadly indifferent to the conse- 
quences of the ineffective and meagre education that is given 
by unskilled teachers in such poorly equipped plants. That 
the people are not too poor to build and equip better school 
houses is conclusively proven to be true by the fact that our 
churches, court houses and other public buildings are gener- 
ally adequate, comfortable and sanitary. 

SCHOOL FUNDS. 

But better teachers, v^ith skill and ability to train children 
intelligently and effective!}', the proper supervision of the 
teaching done and the administration of the funds spent for 
education, and the proper houses and equipment necessary 
for giving all the children of the State such training as child- 
hood demands and must have, if our future is to be what it 
ought to be, will cost more than is now being spent for 
teachers, supervision and houses. 

The present school funds raised by each Southern State, 
the population of school age, and the amount raised for each 
child of school age will be of value in ascertaining why the 
South has such a short school term, such poorly paid teachers, 
and such small sums to spend for better houses and school 
equipment. 



ANNUAL SCHOOL FUND FOR EACH CHILD. 



Virginia 

North Carolina . 
South Carolina. 

Georgia 

Florida 

Alabama ... 
Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 



$2,136,891 
1,027,417 
1,505,136 

2,282.965 
1,078,089 
1,457,662 
1,931,532 
1,566,217 
5,868,496 
1,780,303 
3,647,494 



1902-03 


691,312 


1903-04 


684,184 


1903-04 


500,000 


1903 


703,133 


1903-04 


182,600 


1902-03 


679,051 


1902-03 


554,454 


1902-03 


459.596 


1903-04 


782.693 


1903-04 


517,633 


1903-04 


766,722 



$3 09 
2 82 



3 13 
3 24 
5 90 

2 14 

3 48 
3 40 
7 49 

3 43 

4 75 



♦These figures include city schools. 



16 [Facts About Southern 

For the year 1901-02, the average amount raised for each 
child of school age in the United States was $11.20. No 
Southern State now raises half that amount for each child 
of school age except Florida and Texas. Maine raised, in 
1901-2, $11.07 for the education of each child of school age; 
]^ew Hampshire, $11.38 ; Masachusetts, $22.3Y ; N'ew York, 
$20.88; Pemisylvania, $15.28; Delaware, $8.32; Ohio, 
$13.38; Indiana, $12.27; Iowa, $15.17; Nebraska, $13.42; 
Missouri, $8.61; South Dakota, $15.29; Colorado, $21.83. 

Evidently part of our Southern educational problem is 
to raise annually a larger amount of money than we are now 
raising, for the education of the children, if we would pro- 
vide adequate school facilities for all the children who ought 
to be trained in the schools. Without more money there can 
be no better teachers, no better supervision, no better school 
houses, and no longer school term. The facts already set 
forth must make it plain to any one that more money is, 
then, almost our only hope for better educational conditions 
in the South. 

SCHOOL ATTENDANCE. 

There is, however, a phase of our educational problem in 
the South which does not depend wholly on the question of 
more money. The attendance on the schools we have is any- 
thing but what it should be. In North Carolina, for instance, 
about twenty-seven per cent, of all the white illiterate persons 
ten years of age and over are of school age ; in other words, 
between the ages of ten and twenty-one. The same is true 
of the illiterate colored population. If one-fourth of our 
Southern illiteracy, white and black, is of school age, and it 
is, then the problem of school attendance becomes a more 
vital question for us than if almost all our illiteracy was to 
be found among the adult population. 

The following table shows concisely the school attendance 
problem in the Southern States. The races are given sepa- 
rately because many people believe that it is only a particular 
race in a particular State that does not attend school regu- 
larly. 



Educational Progress.] 



17 



WHITE SCHOOL ATTENDANCE. 











an 


d 




^ 


a - c 


3 
0. 






'S 

•o 


atio 

atioi 
enda 





i) 


it 


5-=* 


o 
o 


C 

o 


aver 
danc 


nt. p 
led 

Qt. pC 

dailj 


a c 




^ 5 




Sfc 


.5 .s 


?^ 


^ ^ 

^ =« 




^== 


426,054 


257,138 


157,075 


60 


37 


462,639 


308,977 


179,435 


67 


39 


224,621 


135,527 


100,204 


60 


45 


365,570 


300,500 


190,368 


82 


52 


106,305 


76,008 


51,293 


72 


48 


372,564 


275,300 


145,000 


74 


39 


227,326 


192,881 


115,079 


85 


51 


241,706 


136,488 


102,189 


56 


42 


014,229 


529,151* 


345,419 


86 


56 


370,553 


249,105 


153,954 


67 


42 


577,127 


400,519 


275,261 


70 


47 



Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 

Alabama , 

Mississippi 

Louisiana 

Texa s 

Arkansas 

Tennessee 

•The Texas law permits children younger than the school age to attend 
school, Tivhich fact accounts for a larger enrollment than would otherwise be 
expected. 

ISTote also the relation between the number enrolled and the 
average daily attendance. Of course schools with such low 
average attendance as the above figures indicate cannot do 
very effective work even with good equipment and good 
teachers. 



COLORED SCHOOL ATTENDANCE. 



Virginia 

North Carolina 
8outh Carolina 

Georgia 

Florida 

Alabama 

Mississippi . . . 
Louisiana .... 

Texas 

Arkansas 

Tennessee .... 






•c 




i 


c4 

3 


a 








X 


a's 


^ 


.a 

o 


a 


•0 V 





<1^ 


12 


T3 X 

Ji 


M 5 


. 1- 

a 2 


r- 


u 13 
cj 


2l 




^ 2 




3 






V Ij 


11 T) 


O 


w 


•< 


Hi (h 


265,268 


118,463 


67,694 


45 


26 


221,245 


140,737 


86,675 


64 


39 


275,379 


156,588 


113,929 


53 


41 


337,563 


201,418 


120,032 


59 


36 


76,295 


46,568 


32,338 


61 


42 


306,487 


166,083 


125,000 


54 


41 


327,128 


210,766 


118,096 


64 


36 


217,690 


72,249 


53,605 


33 


25 


168,464 


133,172 


■38,256 


80 


23 


146,880 


90,437 


58,177 


62 


40 


189.595 


101,811 


69,621 


54 


46 



18 



[Facts About Southern 



The irregular and desultory school attendance disclosed by 
the above tables is due primarily to the indifference of 
parents. But that indifference is partly traceable to un- 
skilled teachers, short school terms, and poor school houses. 
In connection with the above and the preceding table, the 
following table will be of interest. 

SCHOOL AGE ILLITERACY, 1900. 





White illiterates 10 
to 14 years of age 


White illiterates 15 
to 20 years of age 


Total white illiter- 
ates of school age 


Total white illiter- 
ates 10 years of 
age and over 


u u 

ii be 

iS * 
"o 

■*. 

ox 
o 

^-: 

V 

U 4-1 


Virginia 


12,258 

25.444 

9.996 

14,923 

2,478 
18.804 

6.156 
14,513 
20,819 
13.256 
21,473 


13,197 
24,172 

9,508 
13.508 

2.132 
14.992 

4,964 
16,167 
21.333 
10,178 
20,893 


25,455 
49,616 
19,504 
28.431 
4,610 
33,796 
11.120 
30.680 
42,152 
23,434 
42,366 


98,160 
175,907 

54.719 
101,264 

19,184 
104.883 

36,844 

96,551 
146,487 

77,160 
159,086 


?(i 


North Carolina 

South Carolina 

Georgia 


28 
34 

^8 


Florida 


94 


Alabama 


3-7 


Mississippi 

Louisiana 


30 

S9 


Texas 


oq 


Arkansas 


30 


Tennessee 


97 






The South 


160,120 


151,044 


311,164 


1,070,245 


30 



COLORED. 



Virginia 

North Carolina . 
South Carolina . 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 



Tjie South 



22.354 

25,746 
41,540 
48,406 
5.911 
47,268 
38,178 
41,178 
14,672 
13,716 
14.902 



313,871 



26.971 
29.642 
51,212 
55,958 
8,316 
52,520 
46,166 
45.796 
18,980 
14,310 
18,190 



368,061 



49.325 

55,388 
92,752 
104,364 
14,227 
99,788 
84,344 
86,974 
33.652 
28,026 
33,092 



681,932 



213.960 
210.344 
283,940 
379.156 
65,101 
338.707 
314,617 
284,594 
167.531 
113,495 
147,844 



2,519,289 27 



23 
26 
33 
27 
22 
29 
27 
35 
20 
25 
22 



Xearly one-third of our illiterate population is of school 
ago. The above figures are those of the census of 1900. 

TOO MANY SCHOOLS, 

The ]>ublic school problem in the South is made more difti- 
ciiU in many localities by too many schools and by a sparse 
school population. Of course, the separate system of schools 



Educational Progress.] 



19 



for each race makes the public school problem more expen- 
sive. But separate schools must be maintained for the two 
races. Still, it is possible to reduce the large number of 
schools which divide the public funds in many sections into 
such small sums that the division often amounts to almost 
a total dissipation of all school facilities. 

The following table shows the present school population 
of the South for each square mile, also the area covered by 
eacli white school. 



SCHOOL POPULATION PER SQUARE MILE, ETC. 





3 b. 


a 


-"8 




^ ^ 


o s. 




^ 


ft 2 






ft -S 


« <A 


4> 01 <U 




>-' o 


o u 






«j 
.G 


scho 

for 

mile 


cove 
hite 
re m 




* a 


'0 o t! 


cj ^ 2 




^ B ^ 


ta s 






2 rt g 


a g" 


t; "• c 




O 


< 


Vii-giuia 


10.5 


6.6 


5.9 


North Cai'olina 


9.5 
7.5 


4.6 
9.1 


8.9 


South C'a r ol ina 


11.6 


Georgia 


6.2 
1.9 

7.2 
4.9* 


5.7 
1.4 
5.9 

7.0* 


12.6 


Florida 


31.5 


Alabama 


17.4 


Mississippi 


11.0 


IjOuisiana 


5.3 

2. .3 

6.9 

13.8 


4.S 
0.6 
2.8 
4.5 


19.4 


Texas 


31.0 


Arkansas 


13.2* 


Tennessee 


8.4* 







'Estimated. 



It should be remembered that the above figures include tlie 
school population of the towns, which represents generally 
about twenty per cent, of the children. The figures for rural 
school population for each square mile may be obtained by 
deducting twenty per cent. 

It is possible for each Southern State to have an average of 
only one white school for every sixteen square miles without 
resorting to the transportation of pupils or compelling any of 
the children to walk more than two and a half miles to school. 
Such a plan would reduce the number of white schools in 
Virainia to one-third the number now maintained. It would 



20 [Facts About South p:rn 

mean only 3,000 white schools in ISTorth Carolina instead of 
the 5,300 now maintained. South Carolina, Georgia and 
Mississippi could reduce the number of their white schools 
to two-thirds the present number. Tennessee could reduce her 
white schools to one-half the number now maintained. Such 
a policy would add materially to the school funds of the re- 
maining schools ; it would enable the remaining schools to 
have at least two teachers, enabling a better organization and 
classification of the children, with a corresponding increase 
in the efficiency of the instruction attempted. But here 
again it must be said that the consolidation of the schools is 
largely in the hands of the people, who must be shown how 
wasteful of money and efficiency is the present policy of 
maintaining more schools than are necessary. Elsewhere in 
this book will be found some detailed statements showing the 
advantages of school consolidation. 

Such then are the fundamental problems with which patri- 
otic Southern people, who believe that the future of our 
country depends largely on the right education of all the 
children, must deal. Other phases and details of this prob- 
lem are given in the following pages. 



Educational Progress.] 



21 



PART I. 

Southern Population Statistics by States. 



CONTENTS 



I. Relation of white to negro population, 1900; population of 
towns and number ; percentage of population living in towns. 
II. Number and population of towns of South by States. 
III. White and colored population of 21 largest Southern cities, 

1900. 
IV. Male population of voting age and illiteracy of same, 1900. 
V. Male population of voting age by races in 1900. 
VI. White voters and illiteracy of same, 1900. 
VII. Colored male persons of voting age and illiteracy of same, 1900. 
VIII. Native white illiterate votes by counties, 1900. 

IX. General illiteracy ten years of age and over by races, 1900. 

X. Illiteracy and density ot population, 1900. 
XI. Native white illiteracy, 1880-1900. 
XII. Colored illiteracy, 1880-1900. 

XIII. Decrease in native white and colored illiteracy, 1880-1900— 

Comparison. 

XIV. North Carolina population, 1870-1900— black and white— Com- 

parison. 
XV. General illiteracy in North Carolina and United States, 1870- 
1900 — Comparison. 

XVI. Decrease of illiteracy in North Carolina and United States, 

1880-1900 — Comparison. 

XVII. Sex illiteracy in North Carolina and United States, 1880-1900 

— Comparison. 
XVill. Decrease of sex illiteracy in North Carolina and United States, 
1880-1900 — Comparison. 
XIX. Decrease in school age illiteracy in North Carolina and United 
States, 1880-1900. 
XX. Some facts about Nortli Carolina population, 1900. 
XXI. Increase and decrease of illiteracy in United States, 1880-1900. 

XXII. Increase and decrease in percentage of illiteracy, 1880-1900— 

Comparison. 

XXIII. Population North Carolina and United States, 1700-1860. 

XXIV. Total population of the South and the percentage of the pop- 

ulation colored, 1790-1860. 
XXV. Illiteracy, 1850-1860 — North Carolina and United States. 
XXVI. Southern Illiteracy and illiteracy elsewhere, 1850-1860. 



22 



[Facts About Southern 



TABLE I. 



RELATION OF WHITE TO NEGRO POPULATION. 



Virginia 

North Carolina . 
South Carolina. , 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 



Total 



United States . 



1,854,184 
1,893,810 
1,340,316 
2,216,331 
528,542 
1,828,697 
1,551,270 
1,381,625 
3,048,710 
1,311,564 
2,020,616 
T87975,"665 



76,303,387 



o o 



1,192,855 
1.263,603 

557,807 
1,181,294 

297,333 
1,001,152 

641,200 

729,612 
2,426,669 

944,580 

1,540,186 

11,776,291 

667990J88 



661,329 
630,207 
782,509 

1,035,037 
231,209 
827,545 
910,070 
652,013 
622,041 
366,984 
480,430 

77r99;374 



8,840,789* 



a o" 

O bo 

«^ 



35.7 
33.3 

58.4 
46.7 
43.7 
45.3 
58.7 
47.2 
20.4 
28.0 
23.8 
40.1 
12^ 



* Negroes, or persons of negro descent only. 

There were in the United States in 1900, 119,050 Chinese, 
86,000 Japanese and 266,760 Indians, which, added to white 
and negro popuhition, makes a total of 76,303,387. 

It will be observed that, in 1900, 40.1 per cent, of all the 
people of the South were colored. The relation between 
white and colored population was, therefore, as 60 to 40. 
In other words, in 1900, there were 60 white people to 40 
colored people in every 100 of the population of the South. 
Misisssippi and South Carolina are the only Southern States 
in which the colored population is in excess of the white pop- 
ulation. 



The school house is the foimtain head of happiness, prosperity and 
good government. Education makes people worth more to the State and 
to tliemselves. It makes eA'ery hand and every eye more strong and ac- 
curate. Someone has said it is cheaper to build school houses than 
jails. The first need of the State is the general diffusion of public 
education. — Gov. N. C. Blanchard, Louisiana. 



Educational Peogress.] 



23 



TABLE I— (Continued). 



POPULATION OF TOWNS AND NUMBER— PERCENTAGE OF 
POPULATION IN TOWNS. 



U ri 



5 +^ 



Virginia 

North Carolina . 
South Carolina. 

Georgia 

Florida 

Alabama 

Mississippi .... 

Louisiana 

Texas 

Arkansas 

Tennessee 



Total 



United States . 



156 
347 
202 
375 
92 
203 
240 
103 
196 
185 
104 

"2^03 



10.602 



426,199 
338,277 
261,403 
541,309 
160,701 
323,830 
227,935 
431,754 
681,000 
223,376 
400.723 
XO 16^567 



35,849,516 



-M O 



v.. o 

23.0 
17.9 
19.5 
24.4 
30.4 
17.7 
14.7 
31.2 
22.3 
17.0 
19.8 
2L6 



•Not used in New England sense of township. 

It will be observed that only 21.9 per cent, of the popula- 
tion of the South live in incorporated tovnas, while 47.1 per 
cent, of the population of the country at large live in incor- 
porated towns. The country people of the South, therefore, 
compose 78.4 per cent, of the total Southern population, 
nearly SO out of every 100. This fact is significant in con- 
nection with the school problem, because it shows that nearly 
80 out of every 100 school children among us live in the 
country districts and are dependent for education on the 
countrv schools. 



24 



[Facts About Southern 



TABLE II. 



NUMBER AND POPULATION OF THE TOWNS OF THE SOUTH 

BY STATES. 



Virginia 

North Carolina 
South Carolina . 

Georgia 

Florida . 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 

Total . . . 



Aggregate 



156 
347 
202 
375 
92 
203 
240 
103 
196 
185 
104 



2,203 



Popula- 
tion 

^26,199 
238,287 
261,463 
541,309 
160,701 
323,830 
227,935 
431,754 
681,000 
223,376 
400,723 



25,000 and 8,000&un- 4,000&un- 
over I der 25.000 I der 8,000 

Popula- 
tion 



4,016,567 



21 



Popula- 
tion 



131,674 
000,000 

55,807 
185,557 

28,429 
107,230 
000,000 
287,104 
205,069 

38,307 

245,967 

172^153 



49 



Popula- 
tion 1 

140702f 
96,537 
44,363 
60,212 
50,700 
26,476 
41,049 
27,282 

138,793 
33,056 
23,942 



682,476 



33,534 
55,482 
56,941 
64,918 
8,285 
48,742 
41,005 
32,890 
111,064 
19,033 
15,968 



92 487,862 



TABLE II— (Continued). 



NUMBER AND POPULATION OF THE TOWNS OF THE SOUTH 

BY STATES. 





2,500 and under 
4,000 


1,000 and under 
2,500 


Under 1,000 




6 


Popula- 
tion 


6 ! Popula- 
% ' tion 


6 


Popula- 
tion 


Virginia 


11 
11 

4 
12 

6 
11 
12 

6 
20 

7 
13 


34,838 
34,771 
14,145 
37,695 
19,617 
34.266 
37,936 
19,012 
65,833 
21,337 
40,753 


31 

38 
24 
57 
16 
35 
30 
24 
69 
37 
31 


46,697 
56,661 
27,353 
84,467 
24,979 
50,105 
47,437 
35,206 
115,174 
55,762 
51,241 


98 
281 
158 
287 

64 
141 
188 

64 

71 
133 

51 


39,435 


North Carolina 

South Carolina 

Georgia 


94,836 

52,854 

110,460 


Florida 


28,691 


Alabama 


57,011 


Mississippi 

Louisiana 


60,463 
30,260 


Texas 


45,067 


Arkansas 


55,881 


Tennessee 


22,843 






Total 


113 


360,203 


392 


605,082 


1,536 


597,791 



The above table shows the details as to the town population 
of the South in 1900, for each State. More than half of the 
whole number of incorporated towns of the South have less 
than 1,000 inhabitants. 



Educational Pkogress.] 



25 



TABLE III. 

WHITE AND COLORED POPULATION OF THE TWENTY=ONE 
LARGEST CITIES OF THE SOUTH IN 1900. 



Norfolk .... 
Richmond 
Charleston . 
Atlanta . . . . 
Augusta . . . 
Savannah . . 
Jacksonville 
Birmingham 

Mobile 

Montgomery 
New Orleans 

Dallas 

Fort Worth 
Galveston . . 
San Antonia 
Houston . . . 
Little Rock. 
Nashville . . . 
Memphis . . . 
Chattanooga 
Knoxville . . 
Total 



Total 
Population 

46,624 
85,050 
55,807 
89,872 
39,441 
54,244 
28,429 
38,415 
38,469 
30,346 
287,104 
42,638 
26,688 
37,789 
53,321 
44,633 
38,307 
80,865 
102,320 
30,154 
32,637 
~X283,r53 



White 
Population 

2^^394^ 
52,820 
24,285 
54,145 
20,954 
26,154 
12,193 
21,812 
21,402 
13,102 
208,940 
33,575 
22,417 
29,430 
45,722 
29,979 
23,590 
50,821 
52,410 
17,032 
_ 25,278 
~ 8 12,461 



Colored 
Populat'n 

20723^ 

32,230 

31,522 

35,727 

18,487 

28,190 

16,236 

16,583 

17,067 

17,244 

78,158 

9,063 

4,271 

8,359 

7,599 

14,654 

14,717 

30,044 

49,910 

13,122 

7^359 

470,692 



ISTorth Carolina and Mississippi had no city in 1900 with 
a population of 25,000. Charleston, Savannah, Jacksonville 
and Montgomery have a larger colored than Avhite population. 



TABLE IV. 

MALE POPULATION OF VOTING AGE AND ILLITERACY OF 
THE SAME IN 1900. 





No. of 
voting age 


Illiterates 


Per ct. 
illiter- 
ate 


Viififinia 


447,815 
417.578 
283.325 
500,572 
139.001 
413.802 
349.177 
325.943 
737,708 
313.836 
487,380 


113,353 
122,658 

99,516 
158,247 

30,849 
139,649 
118,057 
122,638 
113.783 

62,615 
105,851 


25 3 


North Carolina 

South Carolina 

Georgia 


29.4 
35.1 
316 


Florida 


02 1 


Alabama 


33.7 
33 8 


Mississippi 


Louisiana 


37 6 


Texas 


15 4 


Arkansas 

Tennessee 


20.0 
21.7 




Total 


4,417,037 


1,187,216 


27.7 


United States 


21,329,819 


2,327,540 


10.9 



26 



[Facts About Southern 



The above table shows that the South has only 20.7 per 
cent, of all persons over 21 years of age in the United States, 
while it has 51.0 per cent, of the male voting age illiteracy of 
the whole country. 

TABLE V. 
MALE POPULATION OF VOTING AGE BY RACES IN 1900. 





1 
,,,, .^ ., Chinese, 
White Negro i Indian, etc. 

1 1 


Total 


Virginia 


301,379 
289,263 
130,375 

277,490 
77,962 
232,294 
150,530 
177,878 
599,961 
226,597 
375,046 


146,122 
127,144 
152,860 
223,073 

61.417 
181,471 
197,936 
147,348 
136,875 

87,157 
112,236 


314 
1,201 

90 
183 
222 

97 
711 
717 
932 

82 

98 


447,815 


North Carolina 

South Carolina 

Georgia 


417,508 
283,325 
500,752 
139,601 
413,862 


Florida 


Alabama 


Mississippi 


349,177 


Loviisiana 


325,943 
737,768 


Texas 


Arkansas 


313,836 

487,380 


Te;inessee 






Total 


2,838,751 


1,573,639 


4,647 


4,417,037 




United States 


19,036,143 


2,065,989 


227,687* 


21,329,819 



♦This number represents 103,006 Chinese males of voting age, 59,054 Japa- 
nese and 65,627 Indians. 

TABLE VL 
WHITE VOTERS AND ILLITERACY OF SAME IN 1900. 





Total 


Literate 


Illiterate 

Per cent, illiterate 


V > 

c2 

. a 


Virsfinia 


301,379 
289,263 
130,375 
277,496 
77,962 
232,294 
150,530 
177,878 
599.961 
226,597 
375,046 


264,886 
234,789 
114,510 
245,038 
71,404 
200,080 
138,237 
145,839 
548,171 
203,074 
322,628 


36,493 
54,474 
15.865 
32,458 
6,558 
31,614 
12,293 
32,039 
51,790 
23,523 
52,418 


12.1 

18.8 
12.1 
11.7 

8.4 
13.6 

8.2 
18.0 

8.6 
10.3 
13.9 


4 1 


North (Carolina 

South Carolina 

Georgia 


4.5 
4.7 
'1 '1- 


Florida 


3 8 


Alabama 


44 


Mississippi 

Louisiana 


4.4 


Texas 

Arkansas 

Tennessee 


4.1 
4.2 
1 1 






Total 


2,838,751 


2,489,226 


349,525 


12.3 


4.2 


United States 


19,036,143 


17,781,856 


1,254,287 


6.6 


3.6 



Note. — 27.9 per cent of all the illiterate white voters in the United 
States are in the South, while only 14.9 per cent, of the white voters 
of the covintrj^ are found there. 



Educational Progress.] 



27 



TABLE VII. 



COLORED MALE PERSONS OF VOTING AGE AND ILLITERACY 
OF SAME IN 1900. 





Total 


I^iterate 


Illiterate 


Per ct. 
illiter- 
ate 


Indians, 
etc. 


Virginia 


146,122 

127,114 
152,860 
223,073 

61,417 
181,471 
197,936 
147,348 
136,875 

87,157 
112,236 


69,358 
59,625 
69,242 
97,363 
37,246 
73,474 
92,605 
57,086 
75,131 
48,103 
58,840 


76,764 

67,489 

83,618 

125,710 

24,171 

107,897 

105,331 

90,262 

61,744 

39,054 

63,396 


52.5 
53.1 
54.7 
56.3 
39.3 
59.5 
53.2 
61.2 
45.1 
44.8 
47.5 


314 


North Carolina 

South Carolina 

Georgia 


1,201 
90 

183 


Florida 


222 


Ahibama 


97 


Mississippi 


711 


Louisiana 


717 


Texas 


932 


Arkansas 


82 


Tennessee 


98 






Total 


1,573,639 


738,073 


835,566 


53.1 


4,647 


United States 


2,065,989 


1,088,940 


977,049 


47.3 


227,687 



TABLE VIIL 



NATIVE WHITE ILLITERATE VOTERS IN 1900, BY COUNTIES. 

The native white illiterate voting population of the South 
in 1900 was as follows : 

Virginia. — Virginia had 290,294 native white voters, 35,- 
327 of whom could not read and write, or a few more than 
twelve illiterate voters in every hundred. There were fifteen 
counties that had more than twenty native white illiterate 
voters in every hundred. These counties were Pittsylvania, 
Smyth, Wythe, Washington, Gloucester, C^arroll, Eranldin, 
Lee, Stafford, Dickinson, Russell, Patrick, Greene, Bu- 
chanan. 

jS^orth Carolina. — N^orth Carolina had 286,812 native 
white voters, 54,334 of whom could not read and write, or 

Note. — 76.2 per cent of the negro male population of voting age 
lives in the South and 85.5 per cent, of the illiterate negro male pop- 
ulation of voting age lives here. Indians, Chinese and Japanese are 
not included in the above percentage of illiteracy. 



28 [Facts About Southern 

more tlian eighteen out of every hundred. There were forty- 
three counties in North Carolina in which there were more 
than twenty out of every hundred native white voters who 
could not read and write. Those counties were Hertford, 
Rockingham, Macon, Onslow, Lenoir, Montgomery, Dare, 
Harnett, Ashe, Davie, Martin, Davidson, Pitt, Watauga, 
Caldwell, Stanly, Camden, Cleveland, Tyrrell, Burke, 
Graham, Nash, Duplin, Wilson, Yadkin, Sampson, Polk, 
Clay, Cherokee, Johnston, Franklin, Haywood, Gates, Swain, 
Greene, Jackson, Madison, Mitchell, Person, Surry, Yancey, 
Wilkes and Stokes. 

South Carolina.— In 1900 South Carolina had 127,396 
native white voters, of whom 15,711 were unable to read and 
write, or more than twelve in every hundred. The counties 
of Horry, Pickens and Chesterfield had more than twenty 
out of every hundred native white voters who could not 
read and write. 

Georgia. — In 1900 Georgia had 290,789 native white 
voters, of whom 32,082 were unable to read and to write, 
or more than eleven out of every hundred. The counties of 
Murray, Twiggs, Gilmer, Miller, Rabun, Dawson, Paulding, 
Glascock, Pickens, Fannin, Union and Lumpkin — -twelve 
counties — had more tlian twenty illiterate voters out of every 
hundred. 

Florida.^Iu 1900 Florida had 68,237 native white 
voters, of whom 5,666 were unable to read and to write, or 
more than eight out of every hundred. The counties of Tay- 
lor and Holmes each had more than twenty illiterate voters 
out of every hundred. 

Alabama.— In 1900 there were 224,212 native white 
voters in Alabama, 30,966 of whom could not read and write, 
or more than thirteen out of every hundred. There were 
eight counties which had more than twenty illiterate voters 
out of every hundred. Those counties were St. Clair, Win- 
ston, Franklin, Chilton, Cherokee, Cleburne, Coffee, Coving- 
ton. 



Educational Progress.] 29 

Mississippi. — There were, in 1900, 145,815 native white 
voters in Mississippi, 11,846 of whom could not read and 
write, or more than eight out of every hundred. Hancock 
county was the only county that had more than twenty illiter- 
ate voters out of every hundred. 

Louisiana. — In 1900 there were 152,538 native white 
voters in Louisiana, 25,801 of whom could not read and 
write, or more than sixteen out of every hundred. There 
were twenty-one parishes which had more than twenty illit- 
erate voters out of every hundred. Those parishes were Liv- 
ingston, Pointe Coupee, Plaquemines, Iberia, St. John, St. 
Bernard, St. James, St. Mary, Ascension, Cameron, Avoy- 
elles, St. Charles, Acadia, Lafayette, St. Landry, St. Martin, 
Assumption, Terrebonne, Jefferson, Lafourche and Ver- 
milion. 

Texas. — In 1900 Texas had 514,188 native white voters, 
of whom 30,017 were unable to read and write, or nearly six 
out of every hundred. The counties of Refugio, Zavalla, 
Wilson, Uvalde, Dimmit, Live Oak, McMullen, Bee, Frio, 
Karnes, Jeif Davis, Atascosa, El Paso, Valverde, Brewster, 
Kinney, Nueces, Maverick, San Patricio, Pecos, Ward, La 
Salle, Reeves, Zapata, Presidio, Duval, Webb, Cameron, 
Starr, Hidalgo — thirty counties — had more than twenty illit- 
erate voters out of every hundred. 

Arkansas. — In 1900 Arkansas had 218,319 native white 
voters, of whom 22,995 were unable to read and to write, or 
more than ten out of every hundred. The counties of Ran- 
dolph and Newton had more than twenty illiterate voters out 
of every hundred. 

Tennessee. — In 1900 Tennessee had 365,537 native 
white voters, 51,688 of whom could not read and write, or 
more than fourteen illiterate voters out of every hundred. 
The following twenty-nine counties had more than, twenty 
illiterate voters out of every hundred : Scott, Grundy, Clai- 
borne, Meigs, Bledsoe, Lewis, Polk, Van Buren, Benton, 
Campbell, Union, Marion, Anderson, Clay, Sevier, Jackson, 



30 



[Facts About Southern 



Monroe, Morgan, Hancock, Grainger, Unicoi, Cocke, Perry, 
Pickett, Hawkins, Macon, Fentress, Johnson and Carter. 

TABLE IX. 
GENERAL ILLITERACY IN 1900 BY RACES. 











O "D 


C -3 


, 


6. 










1-1 C 




U 


u 







M 


M 




« « 


a-s 


0--S 










+j U 


•*-• o 










(S t.- 


ca ;_ 


cd bt 


ci M 










3 ° 


3 ° 


fe « 


S: « 


'x.-- 








P. en v. 


D. to u 




*- V- 


?•- 


s" 




o 


i- u 

U 


1- u 
DO 


£ 


•5 


C 


a 




,... 


f >>_ 


^. „ 




Out. 




u"!^ 




al 


a "^ 


u -a 


.t; cs K 




" c! 


<^ C8 






" c c 


6t c c 




he V > 




V- " 






r; T-( rt 


D T-( s 


C >. 


iJ ■,'. 


D 3 


5 




H 




Z 




A 


(X, 


i ■ 


Virginia . . . 


1,854.184 


885,037 


478,921 


98,160 


213,960 


11.1 


44.6 


N. Carolina. 


1,893,810 


904,978 


437,691 


175,907 


210,344 


19.5 


47.6 


S. Carolina. 


1,340,316 


404,860 


537,398 


54,719 


283,940 


13.6 


52.8 


Georgia . . . 


2,216,331 


853,029 


724,096 


101,264 


379,156 


11.9 


52.3 


Florida . . . 


528,.542 


216,510 


168,586 


19,184 


65,101 


8.6 


38.5 


Alabama . . 


1.828,697 


714,883 


589,629 


104,8S3 


338,707 


14.8 


37.4 


Mississippi 


1,551,270 


458,467 


638,646 


36,844 


314,617 


8.0 


49.1 


Louisiana . 


1.381,625 


524,753 


464,598 


96,551 


284,594 


17.3 


01.1 


Texas 


3,048,710 


1,725,030 


437,610 


146,487 


167,531 


6.1 


38.2 


Arkansas . . 


1,311,564 


670,406 


263,808 


77,160 


113,495 


11.6 


43.0 


Tennessee . . 


2,020,616 


1,125,968 
8,48"3,944 


354,833 
5;095>16 


159,086 
1,070,24"5 


147,844 
2,519;249 


14.2 
12:6 


41.6 


Total . . 


18,975,665 


49.4 


U. S 


76,303,387 


51,250,918 


6,425,581 


3,209,605 


3,027,252 


6.3 


47.1 



The Sonth has twice as large a percentage of white illiter- 
acy as the country at large. 

TABLE X. 

TOTAL ILLITERACY AND DENSITY OF POPULATION IN 1900. 



O ci 'X^ 



5 S 






.ss 



Virginia 

North Carolina . 
Soiith Carolina. 

Georgia 

Florida 

Alabama 

Mississippi 

Louisiana 

Texas . . '. 

Arkansas 

Tennessee 



United States . 



312,120 
386,251 
338,659 
480,420 
84,285 
443,590 
351.461 
381,145 
314,018 
190,655 
306.930 



22.9 

28.7 
35.9 
30.5 
21.9 
34.0 
32.0 
38.5 
14.5 
20.4 
20.7 



6,246,857 10.7 



1,854. 
1,893. 
1,340, 
2.216. 
528. 
1,828, 
1,551. 
1,381. 
3,048. 
1,311. 
2,020 



184 
810 
316 
331 
542 
697 
270 
625 
,710 
564 
,616 



46.2 
39.0 
44.4 
37.6 
9.7 
35.5 
33.5 
30.4 
11.6 
24.7 
48.4 



76,303.387 25.6 



40,125 
48,580 
30,170 
58,980 
54,240 
51,540 
46.340 
45,420 
262,290 
53,045 
41,750 



2,325 

3.670 

400 

495 

4,440 

710 

470 

3,300 

3,490 

805 

300 



2,970,038*155,562 



•Alaska and Hawaii not included. 



Educational Pkogkess.] 



31 



TABLE XL 

NATIVE WHITE ILLITERACY IN THE SOUTH— 1880=1900. 

Table showing the number of white illiterates ten years of 
age and over, 1880-1900, and a decrease in percentage. 



O b« C 



Virginia 

ISforth Carolina . 
Soutli Carolina. 

Georgia 

Florida 

Tennessee 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 



866 
900 
399 
841 
197 

1,108 
700 
450 
474 

1,554 
656 



,295 
664 
,540 
,200 
,973 
,629 
.823 
952 
621 
994 
,438 



13 3 



c 
o 






V 










u 


« 


> 


V O 





m5 


■a 


ca ffl 


ri 


-M 1-1 


n1 


a . 










ill 


U +J 


CS 


U 5J 




0, 



Mo 
™ 00 



^ o c 



96,117 

175,645 

54,375 

100,431 

17,039 

157,396 

103,570 

36,038 

82,227 

95,006 

76.036 



11.1 
19.5 
13.6 
11.9 

8.6 
14.2 
14.8 

8.0 
17.3 

6.1 
11.6 



616,314 
605,244 
265,356 
553,769 
91,749 
774,411 
443,327 
319,385 
268,600 
707,969 
384,060 



S-2bio 

S 3 OlH 



113,915 

191,913 

59,415 

128,362 

19,024 

214,994 

111,040 

52,910 

53,261 

97,498 

97.990 



2oo 



18.5 
31.7 
22.4 
23.2 
20.7 
27.8 
25.0 
16.6 
19.8 
13.9 
25.5 



7.4 

12.2 

8.8 

11.3 

12.1 

13.6 

10.2 

8.6 

2.5 

7.8 

13.9 



The foreign white population of the South is very small. 
If it were added to the above figures the result would not be 
materially changed. 

TABLE XIL 

COLORED ILLITERACY IN THE SOUTH-1880=1900. 

Table showing the number of negro illiterates ten years of 
age and over, 1880-1900, and the decrease in percentage. 



Virginia 

North Carolina . 
South Carolina . 

Georgia 

Florida 

Alabama 

Mississippi . . . 

Texas 

Arkansas 

Tennessee 

Louisiana 



c5 

.2 ii 

-S be 

0.° = 

o 'f^ 
no > 



478 
441 

537 
724 
168 

589 



640 
438 
263 
354 
465 



464 

,756 
,542 
.305 
,980 
,820 
424 
,883 
923 
980 
,611 



O.0; 
2 "c 

cJ ' 

u u ; 

bf) >■'' 
'-I o 

C r1 ' 



•:: 3 cS 



2a 







cS't-oO 


u'^ C 


■^ °H 


bD '^ w 




d/O > 




C H 


" u 


ii CO 

"S o q 


y 


s% 


ter 
lati 
gea 


bflC C 


Or-t tS 


S 3 CS 


■/. 





«'^ 

^x 



213,960 
210.344 
283,940 
379,156 
65,101 
338,707 
314.617 
167,531 
113.495 
147,844 
284,594 



44.6 

47.6 
52.8 
52.3 
38.5 
57.4 
49.1 
38.2 
43.0 
41.6 
61.1 



428,450 
351.145 
394,750 
479.863 
85,513 
399,058 
425,397 
225,265 
137.971 
271.386 
328,153 



315,666 
271,943 
310,071 
391,482 
60.420 
321,680 
319.753 
192,520 
103,473 
194.495 
259,429 



73.7 

77.4 
78.5 
81.6 
70.7 
80.6' 
75.2 
75.4 
75.0 
71.7 
79.1 



to 

a> . 

•a >, 

u o 
bfid 
si '-' 



29,1 
29.8 
25.7 
29.3 
32.2 
23.2 
26.1 
37.2 
32.0 
30.1 
18.0 



32 [Facts About Southern 

A COMPARISON. 

In the twenty years, 1880-1900, white illiteracy in Vir- 
ginia decreased 7.4 per cent., while negro illiteracy during 
the same period decreased 29.1 per cent. 

During the same period North Carolina decreased her 
white illiteracy 12.2 per cent, and her negro illiteracy 29.8 
per cent. ; South Carolina decreased her white illiteracy 8.8 
per cent, and her negro illiteracy 25. 7 per cent. ; Georgia 
decreased her white illiteracy 11.3 per cent, and her negro 
illiteracy 29.3 per cent. ; Florida decreased her white illiter- 
acy 12.1 per cent, and her negro illiteracy 32.2 per cent; 
Tennessee decreased her white illiteracy 13.6 per cent, and 
her negro illiteracy 30.1 per cent. ; Alabama decreased her 
white illiteracy 10.2 per cent, and her negro illiteracy 23.2 
per cent.; Mississippi decreased her white illiteracy 8.6 per 
cent, and her negro illiteracy 26.1 per cent. ; Louisiana de- 
creased her white illiteracy 2.5 per cent, and her negro illit- 
eracy 18 per cent. ; Texas decreased her white illiteracy 7.8 
per cent, and her negro illiteracy 37.2 per cent. ; Arkansas 
decreased her white illiteracy 13.9 per cent, and her negro 
illiteracy 32 per cent. 

The three Southern States making the largest decrease in 
white illiteracy were Arkansas, 13.9 per cent. ; Tennessee, 
13.6 per cent., and l^orth Carolina, 12.2 per cent. The three 
Southern States making the largest decrease in negro illit- 
eracy during the last twenty years were Texas, 37.2 per cent. ; 
Florida, 32.2 per cent., and Arkansas 32 per cent. The 
three Southern States making the smallest decrease in negro 
illiteracy were Louisiana, 18 per cent. ; South Carolina, 25.7 
per cent., and Alabama, 23.2 per cent. 



Educational, Progress.] 



33 



TABLE XIII. 

DECREASE IN NATIVE WHITE AND COLORED ILLITERACY, 

1880=1900— A COMPARISON. 









>-t; 






I U 1 


1 


U tn 






.■ti " 


Ss 


.C "■ 


^•?;o 


c'co 


teO 


u oO 


u o O 




6C-S ^ 


M-i^iS 




$t^ 


^rt"^ 


«^ ^ 


B 3 Oi 


B'S tT 


« 'r, 


4; o -M 






^ u 


U ;^ 


o;::; 


<u aS 


u at 


11:= 


D- 


a. 


Q 



O so 

u u 

So 



Virginia 

North Carolina. 
South Carolina . 

Georgia 

Florida 

Tennessee 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 



18.5 
31.7 
22.4 
23.2 
20.7 
27.8 
25.0 
16.6 
19.8 
13.9 
25.5 



73.7 
77.4 
78.5 
81.6 
70.7 
71.7 
80.6 
75.2 
79.1 
75.4 
75.0 



11.1 


44.6 


7.4 


19.5 


47.6 


12.2 


13.6 


52.8 


8.8 


11.9 


52.3 


11.3 


8.6 


38.5 


12.1 


14.2 


41.6 


13.6 


14.8 


57.4 


10.2 


8.0 


49.1 


8.6 


17.3 


61.1 


2.5 


6.1 


38.2 


7.8 


11.6 


43.0 


13.9 



29.1 
29.8 
25.7 
29.3 
32.2 
30.1 
23.2 
26.1 
18.0 
37.2 
32.0 



The above is a summary of the two preceding tables. 

TABLE XIY. 
NORTH CAROLINA POPULATION, 1870=1900. 



NORTH CAROLINA 


1870 


1880 i 1890 


190O 


Total population 


1,071,361 

687,470 
392,891 

63.33 

36.67 

14 


1,399,750 

867,242 
532,508 

61.96 

38.04 

15 


1,617,947 

1,055,382 

562,565 

65.23 

34.77 

16 


1,893,810 

1,263,603 

630,207 

66 7 


White 


Colored 


Percentage total population 
white 


Percentage total population 
colored 


33 3 


Rank as to population in 
United States 


15 






COMPARE WITH U. S. 1870 


1880 


1890 


1900 


Total population 

White 


38,558,371 

33,589,377 

4,968,994 

87.2 

12.8 


50,155,783 

43,402,970 

6,752,813 

86.54 

13.46 


62,622,250 

54,983,890 
7,638,360 

87.81 

12.19 


76,303,387 

66,990,788 

9,312,599 

87 S 


Colored 

Percentage of population 
white 


Percentage of population 
colored 


12 2 







INCREASE— SUMMARY FOR THIRTY YEARS— COMPARI SON.— 



1870—1900 

Percentage increase in total population. 
Percentage increase in white population . . 
Percentage increase in colored population. 

2 




34 



[Facts About Soutjiern 



TABLE XV. 



GENERAL ILLITERACY, 1870=1900. 



NORTH CAROLINA 



Total population 10 years of 
age and over 

White 

Colored 

Total illiterates 10 years of 
age and over 

White 

Colored 

Percentage of illiteracv 

White ' 

Colored 



*1870 



769,629 
497,132 
272,497 

397,690 

167,084 

230.606 

51.67 

33.66 

84.62 



959,951 
608,806 
351,145 

463,975 
192,032 

271,943 
48.3 
31.5 

77.4 



1,147,446 

754,857 
392,589 

409,703 

173,722 

235,981 

35.7 

23.01 

60.11 



1900 

1,342,669 
904,978 
437,691 

386,251 
175,907 
210,344 

28.7 
19.5 
47.6 



COMPARE WITH UNITED STATES. 



Total population 10 years of 
age and over 

White 

Colored 

Total illiterates 10 years of 
age and over 

White 

Colored 

Percentage of illiteracv 

White ' 

Colored 



28,228,945 



5,658,144 

2,868.455 

2,789.689 

20.04 



36,761,607 

32,160.400 

4,601,207 

6,239,958 
3,019,080 
3,220,878 

16.97 
9.39 

70.00 



47,413,559 
41,931,074 

5,482,485 

6,234,702 
3,212,574 
3,112.128 

13.34 
7.66 

56.76 



949,824 
250.918 
,698,906 

180,069 
200,746 
979,323 

10.7 
6.2 

44.5 



*The illiteracy figures for 1 870 are probably inaccurate. Those given are not, 
therefore, to be relied upon. They are not used for comparative purposes. 

TABLE XVL 



DECREASE IN ILLITERACY FOR TWENTY YEARS. 
COMPARISON. 





1880—1900 


N. C. 


u. s. 


Decrease 


in number of white illiterates 


16,125 


181,666 (increase) 


Decrease 


in number of colored illiterates 


61,599 


241,555 


Decrease 


in percentage of total illiteracv .... 


19.6 


6.27 


Decrease 


in percentage of white illiteracv 


12.0 


3.19 


Decrease 


in percentage of colored illiteracy . . 


29.8 


25.50 



1. It will be observed from the above tables that Xorth 
Carolina has decreased the mimber of white illiterates 16,125 
in the twenty years between 1880-1900, while in the country 
at large the number of white illiterates has actually in- 
creased 181,666 during the same period. 



Educational Progress.] 



35 



2. Note that jSTorth Carolina, in twenty years, has de- 
creased her j^ercentage of total illiteracy 19.6, while the per- 
centage of decrease for the whole country was only 6.27. 

3. Observe that ISTorth Carolina has, during the last 
twenty years, decreased her percentage of white illiteracy 
12.0, while she has decreased her colored illiteracy 29.8. The 
country at large has decreased its percentage of white illit- 
eracy only 3.19, and its percentage of colored illiteracy only 
25.50 during the same period. 



TABLE XVII. 
SEX ILLITERACY, 1880=1900. 



NORTH CAROl.INA 



1880 



1900 I Decrease in 20 years 



Male illiterates 10 
years of age and over 

White 

Colored 

Female illiterates 10 
years of age and over 

White 

Colored 



213,196 

S4.064 

129,132 

250,779 
107,968 
142,811 



184,506 

75,726 
108,780 

225,197 

97,996 

127,201 



181,228 
82.492 
98,736 

205,023 

93,415 

111,608 



31,968 

1,572 

30,396 

45,756 
14,553 
31,203 



or 15 % 

or 1.87% 

or 23.5 % 

or 18.2 % 

or 13.4 % 

or 21.8 % 



COMPARE WITH UNITED STATES. 



Male illiterates 10 
years of age and over 

White 

Colored 

Female illiterates 10 
years of age and over. 

White 

Colored 



2,966 
1,410 
1,555 

3,273 
1,608 
1,665 



421 

085 
,616 

,537 
275 

,262 



3,008,222 

1,517,722 
1,490,500 

3,316,480 
1,694.852 
1,621,628 



3,011,224 

1,567,153 
1,444,071 

3,168,845 
1,633.593 
1,535,252 



44,803 
156,348* 
111,545 

104,692 

25,318 

130,010 



or 1.51% 

or 11.08% 

or 7.17% 

or 3.2 % 

or 1.57% 

or 7. 8% 



•Increase. 



THE RICH SHOULD SUPPORF PUBLIC EDUCATION. 

"What will be the retribution of tlie wealthy individual (for his 
support of general education) ? 1. The peopling of his neighborhood 
with honest, useful and enlightened citizens, understanding their own 
rights and firm in their perpetuation. 2. When his own descendants 
become poor, which they generally do within three generations (no law 
of primogeniture now perpetuating wealth in the same families), their 
children will be educated by the then rich, and the little advance he 
now makes to poverty, while rich himself, will be repaid by the then 
rich, to his descendants when they become poor, and thus give them a 
chance of rising again. This is a solid consideration, and should go 
home to the bosom of every parent. This will be seed sowed in fertile 
ground. It is a provision for his family looking to distant times, and 
far in duration beyond what he has now in hand for them. Let every 
man count backward in his own family, and see how many generations, 
he can go before he comes to the ancestor who made the fortune he now 
holds. Most will be stopped at the first generation, many at the second,, 
few will reach the third, and not one in the State (of Virginia) go be- 
yond the fifth." — Thomas Jefferson. 



36 



[Facts About Southern 



Observe the large excess of female illiterates over male 
illiterates in JSTorth Carolina in 1880 and the rapid decrease 
in female illiteracy since 1880. An equally good showing 
in decreasing female illiteracy can be made for each South- 
ern State, 1880-1900. 

TABLE XVIII. 

DECREASE OF SEX ILLITERACY, 1880=1900-COMPARISON. 



1880—1900 



Male illiterates 10 years of age and over . . . 

White 

Colored 

Female illiterates 10 years of age and over. 

White 

Colored 



North 
Carolina 



31,968 
1,572 
30,396 
45,756 
14,553 
31,203 



United States 



Perc 
dec I 


u 
o 

u 



15. 


44.803 


1.87 


156,348* 


23.5 


111,545 


18.2 


104,692 


13.4 


25,318 


21.8 


130,010 



o ^ 



1.51 
11.08* 
7.17 
3.2 
1.57 
7.8 



'Increase. 



It is a striking fact that the white male illiterates are 
not decreasing in number in the country at large, while the 
female illiterates are decreasing in number and in percentage 
of illiteracy. The figures for N^orth Carolina are indicative 
of the increased interest in the South in favor of educating 
the future mothers, teachers and home keepers, to an extent 
never known in the past. 



TABLE XIX. 

SCHOOL AGE ILLITERACY, 1880=1900. 



NORTH CAROLINA 


1880 


1890 


1900 


Decrease 


Total illiterates 10 to 

20. inclusive 

White 

Colored 


173,386 118,000 
75,595 49,479 
97,791 68,321 


105,004 
49,616 
55,388 


68,382 or 39.4 % 
25,979 or 34.3 % 
42,403 or 43.3 % 


COMPARE WITH UNITED STATES. 


Illiterates 10 to 20 

inclusive 

White 


2,035,595 

962,617 

1,072,978 


1,385,242 
594,111 
791,131 


1,299,043 
449.049 
849,994 


736,552 or 35.7 % 
513,568 or 53.3 % 


Colored 


222,984 or 20.7 % 



Educational Progress.] 



37 



If it is criminal in the sight of God and man to starve and 
mistreat the bodies of horses, dogs and other dumb animals, 
how much more criminal in the sight of God must it be to 
starve and dwarf the souls of children by permitting them 
to live in ignorance even of the simplest elements of light 
and knowledo-e ! 



TABLE XIX— (Continued). 
DECREASE IN SCHOOL AQE ILLITERACY, 1880=1900. 





North 
Carolina 


United States 


1880—1900 


a 
v> 

d 
(J 
u 
o 

K 

Q 




Decrease 


a V 

V u 
o o 

Oh 


Total illiterates 10 to 20, inclusive 

White 


68,382 
25,979 
42,403 


39.4 
34.3 
43.3 


736,552 
513,568 

222,984 


35.7 
53.3 


Colored 


20.7 







Xotwithstanding the above record, it will be observed that, 
in 1900, 27.6 per cent, of the white illiterate population of 
North Carolina ten years of age and over was composed of 
persons between the ages of ten and twenty-one, and that 
26.3 per cent, of the colored illiterate population ten years 
of age and over was composed of persons between the ages of 
ten and twenty-one. It will be seen, therefore, that Xorth 
Carolina could, in ten years, reduce her illiternte popula- 
tion at least one-fourth if she could get all the illiterate 
children between the ages of 10 and 20 into her public 
schools. It is certainly a sad fact that one-fourth of the 
present illiteracy in jSTorth Carolina could be reached by 
the schools and yet it is safe to say it is not being reached to 
any appreciable extent. The above figures are typical of 
what is true of the entire South, as can be seeii from the 
preceding table. 

The educated man differs from the uneducated as the living diflFers 
from the dead. — Aristotle. 



38 [Facts About SouTiiEitN 

TABLE XX. 

SOME FACTS ABOUT NORTH CAROLINA POPULATION, 1900. 

1. In 1900 North Carolina had 347 incorporated to^\Tis, 
but only 338,277 persons resided in those towns. As many 
as 281 of those towns had less than 1,000 inhabitants each. 

2. In 1900 only 17.9 per cent, of the population of the 
State resided in towns, which means that 82.1 per cent, of 
the population was wholly rural. 

3. In 1900 Xorth Carolina had no town of 25,000 inhab- 
itants. She had only seven towns with a population larger 
than 8,000. These seven toAvns had an aggregate population 
of 96,537 only. 

4. In the entire South only 21.6 per cent, of the popula- 
tion resided in its 2,203 incorporated toAvns, while in the 
country at large 47.1 per cent, of the population resided in 
its 10,602 incorporated towns in 1900. 

5. In 1900, in the entire South, there were only twenty- 
one to'wms having a population of 25,000 and over. Missis- 
sippi and Xorth Carolina had no such toAvns. In the entire 
Soutli there were only forty-nine other towns with a popula- 
tion over 8,000. 

6. In 1900 Xorth Carolina had fmly thirty-nine people 
for each square mile of territory. She has a land area of 
48,580 square miles and a water area of 3,670 square miles. 
In the entire South the population for each square mile in 
1900 was only 25.6. 

The above facts render the problem of universal education 
a most difficult one, taking no consideration of the suiall 
per capita wealth in proportion to the number of children 
to be educated, and the double school system for the two 
races. 



Educational Progress.] 



39 



TABLE XXI. 

INCREASE AND DECREASE OF ILLITERACY IN THE UNITED 

STATES-1880=1900. 

1. The following States and Territories, from 1880 to 
1900, increased tlieir number of illiterates ten years of age 
and over, and some of them increased their percentage of 
illiteracv. 



Illiterates Illiterates T-nnrpctse- 
in 1880 in 1900 lo'^'^^^se 



Maine 

New Hampsliire. 

Vermont 

Massachusetts . 
Rhode Island. . . 
Connecticut . . . . 

New York 

New Jersey 

Pennsylvania . . 

Florida 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Nebraska 

Alabama 

Louisiana 

Montana 

Wyoming 

Colorado 

Arizona 

Nevada 

Idaho 

Washington . . . . 

Oregon 

California 



22,170 


29,060 


6,890 


14,302 


21,075 


6,773 


15,837 


16,247 


410 


92,980 


134,043 


41,063 


24,793 


29,004 


4,211 


28,424 


42,973 


14,569 


219,600 


318,100 


98,500 


53,249 


86,658 


33,409 


228,014 


299,376 


71,362 


80,183 


84,285 


4,102 


145,397 


157,958 


12,561 


63,723 


80,482 


16,759 


55,558 


73,779 


18,221 


34,546 


52,946 


18,400 


11,528 


17,997 


6,469 


433,447 


443,590 


10,143 


318,380 


381,145 


62,765 


1,707 


11,675 


9,968 


556 


2,878 


2,322 


10,474 


17,779 


7,305 


5,842 


27,307 


21,465 


4,069 


4.645 


576 


1,778 


5,505 


3,727 


3,889 


12,740 


8,851 


7,423 


10,686 


3,263 


53,430 


58,959 


5,529 



Total increase 1880-1900 489,613 

2. The following States and Territories have increased 
their })ercentage of illiteracy since 1880 : 



Maine 

Connecticut . . . . 

Montana 

Wyoming 

Arizona 

Nevada 

New Hampshire . 



from 4.3% in 

from 5.7% in 

from 5.3% in 

from 3.4% in 

from 17.7% in 

from 8.0% in 

from 5.0% in 



1880 to 
1880 to 
1880 to 6.1% 
1880 to 4.0% 
1880 to 29.0% 



5.1% in 1900 

5.9% in 1900 

in 1900 

in 1900 

in 1900 



1880 to 13.3% in 1900 
1880 to 6.2% in 1900 



40 



[Facts About Southern 



TABLE XXII. 

INCREASE AND DECREASE IN PERCENTAGE OF ILLITERACY, 

1880=1900. 

The following table shows the decrease and increase in 
percentage of illiteracy, 1880-1900, for the principal States 
and Territories: . 



Per cent in- 
crease or 
decrease 

.8 increase 



Maine 

New Hampshire .... 

Vermont 

Massachusetts 

Rliode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 

Delaware 

Maryland 

District of Columbia 

Virginia 

W. Virginia 

North Carolina 

South ( 'arolina 

Georgia 

Florida 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

Nebraska 

Kansas 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 

Montana 

Wyoming 

Colorado 

New Mexico 

Arizona 

Utah 

Nevada 

Idaho 

Washington 

Oregon 

California 

United States 



1880 


1900 


4.3 


5.1 


5.0 


6.2 


6.0 


5.8 


6.5 


5.9 


11.2 


8.4 


5.7 


5.9 


5.5 


5.5 


6.2 


5.9 


7.1 


6.1 


17.5 


12.0 


19.3 


11.1 


18.8 


8.6 


40.6 


22.9 


19.9 


11.4 


48.3 


28.7 


55.4 


35.9 


49.9 


30.5 


43.4 


21.9 


5.5 


4.0 


7.5 


4.6 


6.4 


4.2 


5.2 


4.2 


5.8 


4.7 


6.2 


4.1 


3.9 


2.3 


13.4 


6.4 


3.6 


2.3 


5.6 


2.9 


29.9 


16.5 


38.7 


20.7 


50.9 


34.0 


49.5 


32.0 


49.1 


38.5 


29.7 


14.5 


38.0 


20.4 


5.3 


6.1 


3.4 


4.0 


6.6 


4.2 


65.0 


33.2 


17.7 


29.0 


9.1 


3.1 


8.0 


13.3 


7.1 


4.6 


7.0 


3.1 


5.7 


3.3 


7.8 


4.8 


17.0 


10.7 



1.2 

.2 

.6 

2.8 

.2 

.0 

.3 

1.0 

5.5 

8.2 

10.2 

17.7 

8.5 

19.6 

19.5 

19.4 

21.5 

1.5 

2.9 

2.2 

1.0 

1.1 

2.1 

1.6 

7.0 

1.3 

2.7 

13.4 

18.0 

16.9 

17.5 

10.6 

15.2 

17.6 



increase 
decrease 
decrease 
decrease 
increase 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 
decrease 



.8 increase 



.6 
2.4 
31.8 
11.3 
6.0 
5.3 
2.5 
3.9 
2.4 
3.0 
6.3 



increase 
decrease 
decrease 
increase 
decrease 
increase 
decrease 
decrease 
decrease 
decrease 
decrease 



Educational Pkogeess.] 



41 



TABLE XXVI. 



POPULATION 1790=1860-NORTH CAROLINA AND UNITED 

STATES. 



• 


North 

Carolina, 

1790 


United 

States, 

1790 


Total population 


393,751 

288,204 
100,572 

4,975 
3 

73.19% 


3,929,827 


Whites 


3,172,464 




697,897 


Free negroes 


59,466 


Rank of North Carolina 




Proportion white 


80.7 








1800 


1800 


Total population 


478,103 
337,764 
133,296 

7,043 
4 

70.65% 


5,305,925 


Whites 


4,304,489 


Slaves 


893,041 


Free negroes 


108,395 


Rank of North Carolina 




Proportion white 


81.1 








ISIO 


1 1810 


Total population 


555,500 
376,410 

168,824 
10,266 
4 
67.76% 


7,239,814 
5,862,004 


Whites . . 


Slaves 


1,191,364 


Free negroes 


186,446 


Rank of North Carolina 




Proportion white 


80.9 









1820 


1820 


Total population 

Whites 


638,829 

419,200 

205,017 

14,612 

4 

65.62% 


9,638,131 

7,861,937 


Slaves 


1,538,038 


Free neo'roes 


233,524 


Rank of North Carolina 

Proportion white 


81.6 








1830 


' 1830 


Total population 

Whites 

Slaves . ■. 


737,987 

478,843 

245,601 

19,543 

5 

64.07% 


12,866,020 

10,537,378 

2,009,043 


Free negroes 


319,599 


Rank of North Carolina 

Proportion white 


81.9 




1840 


184© 


Total population 


753,419 

484,870 

245,817 

22.732 

7 

64.36% 


17,069,453 


Whites 


14,195,695 


Slaves 


2,487,455 
386,303 


Free negroes 


Rank of North Carolina 


Proportion white 


83.1 







42 



[Facts About Southern 



Total population 

Whites 

Slaves 

Free negroes 

Rank of North Carolina 
Proportion white 

Total population 

Whites 

slaves 

Free negroes 

Indians, etc 

Rank of North Carolina. 
Proportion white 



1850 



869,039 
553,028 

288,548 
27,463 
10 
63.64% 



23,191,876 

19,553,068 

3,204,313 

434,495 



84.3 



I860 



1860 



992,622 

629,942 

331,059 

30,463 

1,158 

12 

63.46% 



31,443,321 

26,922,537 

3.953,760 

488,070 
78,954 

85.6 



The following table shows the above facts for each South- 
ern State. By subtracting the percentage of the population 
colored for each census jear, the proportion of the popula- 
tion white may be ascertained. 

TABLE XXVII. 

TOTAL POPULATION OF THE SOUTH AND PERCENTAGE OF 
THE POPULATION COLORED— 1790=1860. 



STATES 



Virginia 

North Carolina . 
South Carolina. 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 

United States. . 



748,308 


880,200 


974,622 


1,065,379 


40.9 


41.5 


43.4 


43.3 


393,751 


478,103 


555,500 


638,829 


26.8 


29.3 


32.2 


34.3 


249,073 


345,591 


415,115 


502,741 


43.7 


43.2 


48.4 


52.7 


82.-548 


162,101 


252,433 


340,987 


35.9 


37.2 


42.3 


44.4 

127,901 
33.1 




8.850 


40,352 


75,448 




41.4 


42.9 


44.1 






76,556 


153,407 






55.1 


52.1 

14,273 
11.8 


35.791 


105,602 


261,727 


422,813 


10.5 


13.1 


17.5 


19.6 


3.929,827 


5,305,925 


7,239,814 


9,638,131 


19.3 


18.9 


19.1 


18.4 



Educational Pkogress.] 



43 



STATES 
Virginia 

North Carolina . . . 

South Carolina . . . 

Georgia 

Florida 

Alabama 

Mssissippi 

Louisiana 

Texas 

Arkansas 

Tennessee 

United States 



1830 



1840 



1,211,405 

42.6 
737,987 

35.9 
581,185 

55.6 
516,823 

42.5 
34,730 

47.0 
309,527 

38.4 
130,621 

48.4 
215,739 

58.5 



1,239.797 

40.2 
753.419 

35.6 
594,398 

56.4 
691,39-: 

41.0 
54,477 

48.7 
590,756 

43.2 
375,651 

52.3 
352,411 

55.0 



30,388 


97,574 


15.5 


20.9 


681.904 


829,210 


21.4 


22.7 


12,866,020 


17,069,453 


18.1 


16.9 



I860 



1,421,661 

37.0 
869,039 

36.3 
668,507 

58.9 
906,185 

42.4 
87,445 

46.0 
771,623 

44.7 
606,526 

51.2 
517,762 

50.6 
212,592 

27.5 
299,897 

22.7 
1,002,717 

24.5 
23,191,876 

15.7 



1,596,318 

34.4 
992,622 

36.5 
703,708 

58.6 
1,057,286 

44.1 
140,424 

44.6 
964,201 

45.4 
791,305 

55.3 
708,002 

49.6 
604,215 

30.4 
435,450 

25.6 
1,109,801 

25.5 
31,443,321 

14.4 



It will be observed that in 1860 the colored population 
was largely a slave population and reckoned as personal prop- 
erty. A large part of the wealth of the South was invested 
in slaves in 1860, which may be seen by reference to Part 
III. 



BLACKSTONE ON EDUCATION. 

The last duty of parents to their children is that of giving them an 
education, suitable to their situation in life; a duty pointed out by 
reason of the greatest importance. For as Puffendorf well observed, it 
is not easy to imagine or allow that a parent has conferred any consid- 
erable benefit upon his child by bringing him into the world; if he 
afterwards entirely neglects to culture his education, and suffer him to 
grow up like a mere beast to lead a life useless to others and shameless 
to himself. Yet the municipal laws of most countries seem to be de- 
fective on this point, by not constraining the parent to bestow a proper 
education upon his children. Perhaps they thought it punishment 
enough to leave the parent, who neglected the instruction of his family, 
to labor under those griefs and inconveniences which his family so un- 
instructed will be sure to bring upon him. — Sir William Blackstone. 



44: 



[Facts About Southern 



TABLE XXVIII. 

ILLITERACY, 1850=1860-NORTH CAROLINA AND UNITED 
STATES. 



North 

Carolina, 

1850 



United 

States, 

IS.'O 



Free population 20 years of age and over 
Total illiterates 20 years of age and over 

Illiterate white males 

Illiterate white females 

Illiterate free negroes 

Percentage illiterate 

Free population 20 years of age and over 
Total illiterates 20 years of age and over 

White males 

Wliite females 

Free negi'oes 

Percentage illiterate 



263,972 

80,423 

26,239 

47,327 

6,857 

30.4 



I860 



308,895 

74,977 

26,024 

42,104 

6,849 

24.2 



9,641,157 

1,053,420 

389,664 

573,234 

90,522 

11.0 



I860 



13,569,985 

1,218,311 

467,023 

659,552 

91,736 



The excess of female over white male illiterates in the 
above table is especially noticeable, as well as the decrease in 
white illiterates in North Carolina during the ten years 
covered by the table. This ten years was the period of the 
greatest development of public education in North Carolina 
prior to the Civil War. 



JEFFERSONIAN DEMOCRACY. 

If a nation expects to be ignorant and free, in a state of civilization, 
it expects what never was and never will be. 

No other sure foundation can be devised for the preservation of free- 
dom and happiness. Preach a crusade against ignorance. 

Educate and inform the whole mass of the people. — Thomas Jefferson. 



Educational Progress.] 



45 



TABLE XXIX. 



SOUTHERN ILLITERACY AND ILLITERACY ELSEWHERE, 

1850=1860. 






btoo 

CSri 






(fi o 

w 



^ ;-, o 



Virginia 

North Carolina . 
South Carolina. 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 

Maine 

New Hampshire 
Connecticut . . . 
Massachusetts . 

New York 

Pennsylvania . . 

Delaware 

Ohio 

Rhode Island . . 

Vermont 

Missouri 

Maryland 

Indiana 

United States . . 



438.966 
263,972 
129,350 
219,164 

21,747 
179,500 
123,711 
143,085 

68,358 

05,097 
319,121 
294,172 
180,554 
213,662 
573,907 
,640,379 
,123,623 

42,408 
902.736 

83,836 
167,824 
258,670 
247,053 
416,790 
,641,157 



88,520 

80,423 

16,564 

41,667 

4,129 

33,992 

13,528 

24,610 

10,583 

16,935 

78,619 

6,282 

3,009 

5,306 

28,345 

98,722 

76,272 

10,181 

66,020 

3,607 

6.240 

36,778 

41,877 

72,710 

1,053,420 



20.1 

30.4 

12.8 

19.0 

18.9 

18.9 

10.9 

17.1 

15.4 

26.0 

24.6 

2.1 

1.6 

2.4 

4.9 

6.0 

6.7 

24.0 

7.3 

4.3 

3.7 

14.2 

16.9 

17.4 

II.O 



86,452 

74,977 

16,208 

44,257 

5,461 

38,060 

15,636 

19,010 

18,476 

23,665 

72,054 

8,598 

4,717 

8,833 

46,921 

121,878 

81,515 

13,169 

64,828 

6,112 

R,916 

60,545 

37,518 

62,716 

1,218,311 



46 [Facts About Southern 



PART II. 

Important Constitutional Provisions Relating to 

Public Education and a Summary of School 

Taxation Laws. 



Evei-y liuman being has a claim to a judicious development of his 
faculties by those to whom the care of infancy is confided. — Pestalozzi. 

No right minded man can fail to believe in the justice as well as the 
wisdom of the policy of training for all classes who constitute the body 
of our citizenship. — Edwin A. Alderman. 



IMPORTANT CONSTITUTIONAL PROVISIONS RELATING TO 
PUBLIC EDUCATION. 

The support of public education now required by the con- 
stitutions of the several Southern States is contained in the 
following provisions : 

\'iiiGixiA. — The General Assembly shall levy a State 
capitation tax of, and not exceeding, one dollar and fifty 
cents per annum on every male resident of the State not 
less than twenty-one years of age . . . ; one dollar of which 
shall be applied exclusively in aid of public free schools. 
The General Assembly may authorize the board 
of supervisors of any county, or the council of any town or 
city, to levy an additional capitation tax not exceeding one 
dollar per annum on every such resident within its limits, 
which shall be applied in aid of the public schools of such 
county, city or town . . . 

The General Assembly shall apply the annual interest on 
the literary fund ; that portion of the capitation tax provided 
for in the constitution to be paid into the State treasury, and 



Education' AL Peogresss.] 47 

not returnable to the counties and cities ; and an annual tax 
on property of not less than one nor more than five mills on 
the dollar to the schools of the primary and g-rammar grades, 
for the equal benefit of the people of the State, to be ap- 
portioned on a basis of school population, the number of 
children between the ages of seven and twenty years in each 
school district to be the basis of such apportionment . . . 
Each county, city, town, if the same be a separate school 
district, and school district is authorized to raise additional 
sums by a tax on property, not to exceed in the aggregate five 
mills on the dollar in any one year, to be apportioned and ex- 
pended by the local school authorities of said counties, cities, 
to^vms and districts in establishing and maintaining such 
schools as in their judgment the public welfare may require: 
Provided, That such primary schools as may be established 
in any year shall be inaintained at least four months of that 
school year before any part of the fund assessed and collected 
may be devoted to the establishment of schools of higher 
grade . . . 

XoiiTTi CAROLijfA. — The General Assembly, at its first 
session under the constitution, shall provide by taxation, and 
otherwise, for a general and uniform system of public schools, 
wherein tuition shall be free of charge to all the children of 
the State between the ages of six and twenty-one years. And 
the children of the white race and the children of the colored 
race shall be taught in separate public schools ; but there shall 
be no discrimination in favor of, or to the prejudice of, either 
race. 

Each county of the State shall be divided into a conven- 
ient number of districts, in which one or more public schools 
shall be maintained at least four months in every year, and 
if the commissioners of any county shall fail to comply with 
the aforesaid requirements of this section they shall be liable 
to indictment. 

The proceeds of all lands that have been or hereafter may 
be granted by the United State to this State, and not other- 



48 [Facts About Southern 

wise appropriated hj this State or the United States ; also, 
all moneys, stocks, bonds and other property, now belonging 
to any State fund for the purposes of education ; also, the net 
proceeds of all sales of the swamp lands belonging to the 
State and all other grants, gifts or devises, that have been or 
hereafter may be made to the State, and not otherwise appro- 
priated by the State, or by the terms of the grant, gift or 
devise, shall be paid into the State treasury; and, together 
with so much of the ordinary revenue of the State as may be 
by law set apart for that purpose, shall be faithfully appro- 
priated for establishing and maintaining in this State a sys- 
tem of free public schools, and for no other uses or purposes 
whatsoever. 

All moneys, stocks, bonds and other property belonging to 
a county school fund ; also, the net proceeds from the sale of 
estrays ; also, the clear proceeds of all penalties and for- 
feitures, and of all fines collected in the several counties for 
any breach of the penal or military laws of the State ; and all 
moneys which shall be paid by persons as an equivalent for 
exemption from military duty, shall belong to and remain in 
the several counties, and shall be faithfully appropriated for 
establishing and maintaining free public schools in the sev- 
eral counties in this State : Provided, That the amount col- 
lected in each county shall be annually reported to the Su- 
perintendent of Public Instruction. 

South Cakolina. — The salaries of the State and county 
school officers and compensation of county treasurers for 
collecting and disbursing school moneys shall not be paid out 
of the school funds, but shall be otherwise provided for by 
the General Assembly. 

The General Assembly shall provide for a liberal system 
of free public schools for all children between the ages of 
six and twenty-one years . . . The existing county 
boards of commissioners of the several counties, or such officer 
or officers as may hereafter be vested with the same or similar 
powers and duties, shall levy an annual tax of three mills on 



Educational Pkogeess.] 49 

the dollar upon all the taxable property in their respective 
counties, which tax shall be collected at the same time and 
bj the same officers as other taxes . . . ; and the said fund 
shall be apportioned among the school districts of the county 
in proportion to the number of pupils enrolled in the public 
schools of the respective districts* . . . There shall be 
assessed on all taxable polls in the State between the ages of 
twenty-one and sixty years (excepting Confederate soldiers 
above the age of fifty years) an annual tax of one dollar on 
each poll, the proceeds of which tax shall be expended for 
school purposes in the several school districts in which it is 
collected . . . And from and after the thirty-first day of 
December, in the year 1S9S, the General Assembly shall 
cause to be levied annually on all the taxable property of 
the State, such a tax, in addition to the said tax levied by 
the said county boards of commissioners, or similar officers, 
and poll tax above provided, as may be necessary to keep the 
schools open throughout the State for such length of time in 
each scholastic je^ir as the General Assembly may prescribe 
. . . Any school district may, by the authority of the Gen- 
eral Assembly, levy an additional tax for the support of its 
schools . . . All the net income to be derived by the State 
from the sale or license for the sale of spirituous, malt, vin- 
ous and intoxicating liquors and beverages, not including so 
much thereof as is now or may hereafter be allowed by law 
to go to the counties and municipal corporations of the State, 
shall be applied annually in the aid of the supplementary 
taxes provided for in the sixth section of this article ; and, 
if after said application there should be a surplus, it shall 
be devoted to public school purposes . . . 

Georgia. — There shall be a thorough system of common 
schools for the education of children in the elementary 
branches of an English education only, as nearly uniform as 
practicable, the expenses of which shall be provided for by 
taxation, or otherwise. The schools shall be free to all 



50 [Facts About Southern ' 

children of the State, but separate schools shall be provided' 
for the white and colored races. ' 

The poll tax, any educational fund now belonging to the 
State (except the endowment, and debt due to, the Univer- 
sity of Georgia), a special tax on shows and exhibitions, and 
on the sale of spirituous and malt liquors, which the General 
Assembly is hereby authorized to assess, and the proceeds of 
any commutation tax for military service, and all taxes that 
may be assessed on such domestic animals as, from their na- 
ture and habits, are destructive to other property, are hereby 
set apart and devoted for the support of common schools. 

Authority may be granted to counties and school districts 
upon the recommendation of the grand jury, and to school dis- 
tricts and municipal corporations upon the recommendation 
of the corporate authority, to establish and maintain public 
schools in their respective limits, by local taxation ; but no 
such local laws shall take effect until the same shall have 
been submitted to a vote of the qualified voters in each county, 
district or municipal corporation, and approved by a tM^o- 
thirds A'ote of the persons voting at such election ; and the 
General Assembly may prescribe who shall vote on such 
question. 

Florida. — Each county shall be required to assess and 
collect annually for the support of free schools therein a tax 
of not less than three mills nor more than seven mills on the 
dollar of all taxable property in the same. 

The county school fund shall consist, in addition to the tax 
provided for in section eight of this article, of the proportion 
of the interest of the State school fund and of the one mill 
State tax apportionment to the county; the net proceeds of 
all fines collected under the penal laws of the State within 
the county; all capitation taxes collected within the county; 
and shall be disbursed by the county board of public instruc- 
tion solely for the maintenance and support of public free 
schools. 

A special tax of one mill on the dollar of all taxable prop- 



Educational Peogkess.J 51 

ertj in the State, in addition to the other means provided, 
shall be levied and apportioned annnallv for the support and 
maintenance of j)ublic free schools. 

The Legislature may provide for the division of any 
county or counties into convenient school districts; and for 
the election biennially of three school trustees, who shall 
hold their office for two years, and who shall have supervi- 
sion of all the schools within the district ; and for the levying 
and collection of a district school tax, for the exclusive use 
of public free schools within the district, whenever a majority 
of the qualified electors thereof that pay a tax on real, 
or personal property shall vote in favor of such levy; Pro- 
vided, That any tax authorized by this section shall not ex- 
ceed three mills on the dollar in any one year on the taxable 
property of the district. 

Any incorporated town or city may constitute a school dis- 
trict. The fund raised by section ten may be expended in the 
district where levied for building or repairing school houses, 
for the purchase of school libraries and text books, for sal- 
aries of teachers, or other educational purposes, so that the 
distribution among all the schools of the district be equitable. 

Alabainia. — The Legislature shall establish, organize and 
maintain a liberal system of public schools throughout the 
State for the benefit of the children thereof between the ages 
of seven and tM^enty-one years. The public school fund shall 
be apportioned to the several counties in proportion to the 
number of children of school age therein, and shall be so 
apportioned to the schools in the districts or to^^^lships in the 
county as to provide, as nearly as practicable, school terms of 
equal duration in such school districts or townships. Sepa- 
rate schools shall be provided for white and colored children, 
and no child of either race shall be permitted to attend a 
school of the other race. 

The principal of all funds arising from the sale or other 
disposition of lands and other property, .which has been or 
may hereafter be granted or entrusted to this State, or given 



52 [Facts About Southern 

by the United States for educational purposes, shall be pre- 
served inviolate and undiminished ; and the income arising 
therefrom shall be faithfully applied to the specific object 
of the original grants or appropriations. All lands or other 
property given by individuals, or appropriated by the State 
for educational purposes, and all estates of deceased persons 
who die without leaving a will or heir shall be faithfully 
applied to the maintenance of the public schools. All poll 
taxes collected in this State shall be applied to the support 
of the public schools in the respective counties where col- 
lected. 

The income arising from the sixteenth section trust fund, 
the surplus revenue fund, until it is called for by the United 
States government, and the funds enumerated in Sections 257 
and 258 of this constitution, together with a special annual 
tax of thirty cents on each one hundred dollars of taxable 
property in this State, which the Legislature shall levy, shall 
be applied to the support and maintenance of the public 
schools and it shall be the duty of the Legislature to increase 
the public school fund from time to time, as the necessity 
therefor and the condition of the treasury and the resources 
of the State may justify : Provided, That nothing herein con- 
tained shall be so construed as to authorize the Legislature 
to levy in any one year a greater rate of State taxation for 
all purposes, including schools, than sixty-five cents on each 
one hundred dollars worth of taxable property . . . 

Not more than four per cent, of all moneys raised, or 
which may hereafter be appropriated for the support of pub- 
lic schools, shall be used or expended otherwise than for the 
payment of teachers employed in such schools: Provided, 
That the Legislature may, by a vote of two-thirds of each 
house, suspend the operation of this section . . . 

The several counties of this State shall have power to levy 
and collect a special tax not exceeding ten cents on each one 
hundred dollars of taxable property in such counties, for the 
su])port of public schools : Provided, That the rate of such 



Educational Progress,] 53 

tax, the time it is to continue, and the purpose thereof, shall 
have been first submitted to a vote of the qualified electors 
of the county, and voted for by three-fifths of those voting 
at such election ; but the rate of such special tax shall not in- 
crease the rate of taxation, State and county combined, in any 
one year, to more than one dollar and twenty-five cents on 
each one hundred dollars of taxable property ; excluding, how- 
ever, all special county taxes for public buildings, roads, 
bridges and the payment of debts existing at the ratification 
of the constitution of 1S75. The funds arising from such 
special school tax shall be so apportioned and paid through 
the proper school officials to the several schools in the town- 
ships and districts in the county that the school terms of the 
respective schools shall be extended by such supplement 
as nearly the same length of time as practicable: Provided, 
That this section shall not a^^ply to the cities of Decatur, New 
Decatur and Cullmnn . . . 

JMississipPi. — It shall be the duty of the Legislature to 
encourage, by all suitable means, the promotion of intellec- 
tual, scientific, moral and agricultural improvement, by estab- 
lishing a uniform system of free public schools, by taxation or 
otherwise, for all the children between the ages of five and 
twenty-one years, and, as soon as practicable, to establish 
schools of higher grade. A public school shall be maintained 
in each school district in the county at least four months dur- 
ing the scholastic year. A school district neglecting to main- 
tain its school four months, shall be entitled to only such part 
of the free school fund as may be required to pay the teacher 
for the time actually taught. There shall be a common school 
fund, which shall consist of the poll tax (to be retained in the 
counties where the same is collected ) and an additional sum 
from the general fund in the State treasury which together 
shall be sufficient to maintain the common schools for the 
term of four months in each scholastic year. But any 
county or separate school district may levy an additional tax 
to maintain its schools longer than four months. 



54 [Facts About Southeex 

Louisiana. — There shall be free public schools . . . for 
the education of all the children of the State between the ages 
of six and eighteen years. . . . All funds raised by the 
State for the support of the public schools, except the poll tax, 
shall be distributed to each parish in proportion to the num- 
ber of children therein between the ages of six and eighteen 
years. . . . 

The funds derived from the collection of the poll tax shall 
be applied exclusively, to the maintenance of the public 
schools as organized under this constitution, and shall be 
applied exclusively to the support of the public schools in tlie 
parish in which the same shall be collected, and shall be 
accounted for and paid by the collecting officer directly to the 
local school board. 

The school funds of the State shall consist of: 1st. Not 
less than one and one-quarter mills of the six mills tax levied 
and collected by the State. 2nd. The proceeds of taxation 
for school purposes as provided by this constitution. 3rd. 
The interest on the proceeds of all public lands heretofore 
granted by the United States for the support of the public 
schools, and the reA'enue derived from such lands as may still 
remain unsold, -ith. Of lands and other property heretofore 
or hereinafter bequeathed, granted or donated to the State for 
school purposes. 5th. All funds and property, other than 
unimproved lands, bequeathed or granted to the State, not 
designated for any other purpose. 6th. The proceeds of 
vacant estates falling under the law to the State of Louisiana. 
7th. The Legislature may appropriate to the same fund the 
proceeds of public lands, not designated or set apart for any 
other purpose, and shall provide that every parish may levy 
a tax for the public schools therein, which shall not exceed the 
entire State tax : Provided, That with such a tax the whole 
amount of parish taxes shall not exceed the limits of parish 
taxation fixed by this constitution. . . 

The General Assembly shall levy an annual poll tax of one 
dollar upon every male inhabitant in the State between the 



Educational Peogeess.] 55 

ages of twenty-one and sixty years, for the maintenance of 
I^nblic schools in parishes where collected. 

The State tax on property for all purposes whatever, in- 
cluding expense of government, schools, levees, and interest, . 
shall not exceed, in any one year, six mills on the dollar of its 
assessed valuation, and, except as otherwise provided in this 
constitution, no parish, municipal or public board tax for all 
purposes whatsoever, shall exceed in any one year, ten mills 
on the dollar valuation : Provided, That for giving additional 
support to public schools, and for the purpose of erecting and 
constructing public buildings, public school houses, bridges, 
wliarves, levees, sewerage work, and other works of per- 
manent public improvement, the title to which shall be in the 
public, any parish, municipal corporation, ward, or school 
district may levy a special tax in excess of said limitation, 
whenever the rate of such increase and the number of years 
it is to be levied and the purposes for which the tax is in- 
intended, shall have been submitted to a vote of the property 
tax payers of such parish, municipality, ward or school dis- 
trict entitled to vote under the election laws of the State, and 
a majority of the same in number and in value voting at such 
election shall have voted therefore. 

Texas. — All funds, lands, and other property heretofore 
set a^iart and appropriated for the support of ]3ublic schools, 
all the alternate sections of lands reserved by the State out of 
grants heretofore made, or that may hereafter be made, to 
railroads or other corporations of any nature whatsoever, one- 
half of the public domain of the State, and all sums of money 
that may come to the State from the sale of any portion of the 
same sluill constitute a perpetual school fund. One-fourth of 
the revenue derived from the State occupation taxes, and a 
poll tax of one dollar on every male inhabitant of this State 
between the ages of twenty-one and sixty years, shall be set 
apart annually for the benefit of public free schools, and in 
addition thereto there shall be levied and collected an annual 
ad valorem State tax of such an amount, not to exceed twenty 



56 [Facts About Southern 

cents on the one hundred dollars valuation, as, with the avail- 
able school fund arising from all other sources, will be suffi- 
cient to maintain and support the public free schools of this 
State for a period of not less than six months in each year; 
and the Legislature mav also provide for the formation of 
school districts within all or any of the counties of this State 
by general or special laws . . . and may authorize an 
additional annual ad valorem tax to be levied and collected 
within such school districts for the further maintenance of 
the public free schools, and the erection of school buildings 
therein: Provided, That two-thirds of the qualified prop- 
erty tax paying voters of the district, voting at an election to 
be held for the purpose, shall vote such tax, not to exceed in 
any one year twenty cents on the one hundred dollars valua- 
tion of the property subject to taxation in such district; but 
the limitation upon the amount of district tax herein author- 
ized shall not apply to incorporated cities or towns constitut- 
ing separate and independent school districts. 

Akkaa^sas. — The General Assembly shall provide, by gen- 
eral laws, for the support of common schools by taxes, which 
shall never exceed in any one year two mills on the dollar on 
the taxable property of the State ; and by an annual per capita 
tax of one dollar, to be assessed on every male inhabitant of 
this State over the age of twenty-one years: Provided, The 
General Assembly may, by general law, authorize school dis- 
tricts to levy by a vote of the qualified electors of such dis- 
tricts, a tax not to exceed five mills on the dollar in any one 
year for school purposes. 

Tennessee. — Knowledge, learning and virtue being essen- 
tial to the 1 preservation of republican institutions, and the dif- 
fusion of the opportunities and advantages of education 
throughout the different portions of the State being highly 
conducive to the promotion of this end, it shall be the duty of 
the General Assembly, in all future periods of this govern- 
ment, to cherish literature and science. And the fund called 



Educational Pkogress.] 57 

the common school fund, and all the lands and proceeds 
thereof, dividends, stocks and other property of every descrip- 
tion whatever, heretofore by law appropriated by the General 
Assembly of this State for the use of common schools, and all 
such as sliall hereafter be appropriated, shall remain a per- 
petual fund, the principal of which shall never be diminished 
by legislative appropriation ; and the interest thereof shall be 
inviolably appropriated to the support and encouragement of 
the common schools tliroughout the State, and for the equal 
benefit of all the people thereof; and no law shall be made 
authorizing said fund or any part thereof to be diverted to 
any other use than the support and encouragement of common 
schools. The State taxes derived hereafter from polls shall 
be appropriated to educational purposes in such maimer as 
tlie General Assembly shall, from time to time, direct by 
laAv. . . . 

SUMMARY OF SCHOOL TAXATION LAWS. 

Virginia. — The State levies a general school tax of 
eighteen cents on each one hundred dollars valuation of all 
jDroperty and one dollar on each poll over twenty-one years of 
age. The supervisors of any county may levy as much as 
fifty cents on each one hundred dollars valuation of all prop- 
erty and one dollar on each poll, additional to the general 
State tax for schools. The same authority as to additional 
taxation may be exercised by the town and the school district 
through their proper officials. 

^SToRTii Carolina. — The State levies a general tax of 
eighteen cents on each one hundred dollars valuation of prop- 
erty and one dollar and fifty cents on each poll between 
twenty-one and fifty years of age. Towns, cities, and school 
districts may levy, by consent of a majority of the registered 
voters, an additional tax of as much as thirty cents on each 
one hundred dollars valuation of property and ninety cents on 
each poll. By special statute towns and cites may acquire the 



58 [Facts About Southern 

right to levy as high a local school tax as a majority of the 
registered voters will favor. Townships may levy a to^vnship 
high school tax of thirty cents on each one hundred dollars 
and ninety cents on each poll. 

South Caeolixa. — The State levies a general school tax 
of thirty cents on each one hundred dollars valuation of prop- 
erty and one dollar on each poll between twenty-one and sixty 
years of age. The school authorities, by a majority vote of 
the tax payers of any district, may levy as much as forty cents 
on eacli one hundred dollars additional to the State levy. 

Georgia. — The State levies a general school tax of seven- 
teen and one half cents on each one hundred dollars valuation 
of all property and one dollar on each poll. Any county, 
school district, or municipality, by a two-thirds majority of 
of those voting may levy an additional tax for schools. 

Florida. — The State levies a general school tax of ten 
cents on each one hundred dollars valuation of property and 
one dollar on each poll. Each county, in addition, must levy 
as much as thirty cents on each one hundred dollars valuation 
of property and may levy as much as seventy cents. By a 
majority vote of the qualified voters of any school district as 
much as thirty cents on each one hundred dollars valuation of 
property may be levied as a local district tax, in addition to 
the State and county school taxes already mentioned. 

Mississippi. — The State has no general school tax as such. 
There are few limitations on counties and to"wns as to levying 
school taxes. 

The constitution says the poll tax and an additional sum 
from the State treasury shall be sufficient to maintain the 
public schools four months in each year. The counties and 
any town may, through the proper officers, levy an additional 
tax of thirty cents on each one hundred dollars valuation of 
property. If any higher tax is desired to be levied, the 
people must decide the amount of the tax by a majority vote. 



Educational Peogkess.] 59 

Alabama. — The State levies a general school tax of thirty 
cents on each one hundred dollars valuation of property and 
one dollar on each poll. Counties may, by a three-fifths ma- 
jority of those voting at an election called for the purpose, 
levy an additional tax of ten cents on each one hundred dol- 
lars valuation of property, provided the additional levy does 
not make the State and county tax within the year more than 
one dollar and twenty-five cents on each one hundred dollars 
valuation of property. Cities and towns may levy such local 
school taxes as their charters permit. 

Louisiana. — Any parish (county), municipality, ward 
(township), or school district, by a majority vote of the prop- 
erty, may levy any amount of local tax for schools. There is 
no limitation. Tlie State levies a general tax of twenty cents 
on each one hundred dollars of property. 

Texas. — The State levies a general school tax of eighteen 
cents on each one hundred dollars valuation of property and 
one dollar on each poll. School districts, by a two-thirds 
majority of the property tax paying voters may levy an addi- 
tional tax of twenty cents on each one hundred dollars valua- 
tion of property. Incorporated cities and towns may levy 
such local school taxes as their charters permit. Indepen- 
dent districts may levy as much as fifty cents on each one hun- 
dred dollars of property. 

Arkansas. — The State levies a general school tax of 
twenty cents on each one hmidred dollars valuation of all 
property and one dollar on each poll. Any school district in 
its annual district school meeting, composed of the qualified 
voters of the school district, may levy as much as fifty cents 
on each one liundred dollars valuation of all property. 

Tennessee — The State levies a general school tax of fif- 
teen cents on each one hundred dollars valuation of all prop- 
erty and one dollar on each poll. The county, through its 
countv court, uiay levy an additional school tax on each one 



60 [Facts About Southern 

hundred dollars valuation of all property, amounting in the 
aggregate to the sum of the whole State and county tax for 
all purposes, and an additional poll tax of one dollar on each 
poll. A county high school tax of as much as fifteen cents 
may be levied. This tax is additional to any taxes mentioned 
above. Incorporated towns may levy such special local school 
taxes as their charters permit. 



Educational Pkogkess.] ftl 

PART III. 

Financial Ability to Levy School Taxes. 



CONTENTS: 



I. Property valuation of North Carolina and the United States, 

1850-1900. 
II. Increase and decrease in property' values, 1850-1870; State 
debts, 1850-1870. 
111. Estimated true valuation of property, 1850-1900. 
IV. Per capita wealth of the South, 1850-1000. 

V. Estimated true valuation of property of eleven other States, 
1850-1900. 

VI. Per capita wealth of eleven other States, 1850-1900. 

VII. School funds of the South. 

VIII. School funds of eleven other States. 

IX. Property for each child of school age — the South. 
X. Property for each child of school age — eleven other States. 



The following tables show the present relative financial 
ability of IsTorth Carolina and the other Sonthern States to 
raise school funds by taxation, as compared Avith the country 
at large and with ]>articular States, also the manner in 
which the South is making use of her ability in comparison 
with other parts of the country. 

TABLE I. 

PROPERTY VALUATION OF NORTH CAROLINA AND THE 
UNITED STATES, 1850=1900. 

In any discussion of educational progress, the financial 
ability of the people in question must be considered, especial- 
ly in making comparisons. The following figures are taken 
from Compendium of Census, 1890, Part III, page 954, and 
following, except those for 1900, which are based on the Sta- 
tistical Abstract of the Department of Commerce : 



62 



[Facts About Southern 



1850 

Per capita wealth. 
1860 

Per capita Avealth. 
1870 

Per capita wealth. 
1880 

Per capita wealth . 
1890 

Per capita ^Yealth . 
1900 

Per capita wealth. 



North 


United 


Carolina 


States 


$226,800,472 


$ 7,135,780,228 


261 


308 


358,739.399 


16,159.616.068 


361 


514 


260.757,244 


30,068.518,507 


243 


780 


461,000.000 


43,642,000,000 


329 


870 


584,148,199 


65,037,091.197 


361 


1,036 


847,015.094* 


94,300,000,000 


447 


1.235 



*These figures for 1900 are based on an increase of 45 per cent, in the wealth 
of the country from 1890 to 1900, which is the estimate of the Department of 
Commerce. The figures represent the supposed real value of all property and 
not the assessed value. 

Observe the following facts disclosed by the above table : 

1. The losses of the Civil War account for the per capita 
wealth of jS'orth Carolina being the same in 1^90 as in 1860. 

2. The ;?e7- capita wealth of the whole country in 1860 was 
only 42.3 per cent, more than that of ]SI"orth Carolina ; in 
1900, the per capita wealth of the country was 176.2 per 
cent, larger than that of I^orth Carolina. 

3. ISTotice that North Carolina, in 1900, w^as not yet as 
able financially to educate its children as was the country at 
large in 1860. 

It should be remembered, however, that the per capita 
■wealth of I^orth Carolina for 18,50 and 1860 as calculated 
above includes the free and the slave population for those 
years. But slaves were then property and made up a consid- 
erable part of property values. For instance, the assessed 
personal property of North Carolina, according to the census 
of 1850, was $140,368,673. The real estate was assessed at 
$71,702,740 ; the whole at $212,071,413. It was estimated 
that the true valuation of all property was $226,800,472. 
Slaves were personal property, hence the large personal 
property values, not only in North Carolina, but in other 
Southern States prior to 1865. But that fact and other facts 
of interest in the discussion of the subject being considered 
will appear from the next table. 



Educational Pkogkess.] 



63 



TABLE TI. 



INCREASE AND DECREASE 
STATE DEBTS 1 



IN PROPERTY VALUES, 1850=1870; 
850=1870— THE SOUTH. 





Assessed value 
of real estate 
and personal 
propertj', 1850 


Total assessed 
valuation of 
real and per- 
sonal property. 
1850 


Estimated true 
valuation of 
real and per- 
sonal property, 
1850 



Virginia 

North Carolina . 
South Carolina, 

Georgia 

Florida 

Alabama 

Mississippi . . . 
Louisiana .... 

Texas 

Arkansas 

Tennessee .... 

Virginia 

North Carolina 
South Carolina 

Georgia 

Florida 

Alabama 

Mississippi . . . 
Louisiana . . . . 

Texas 

Arkansas . . . . 
Tennessee . . . . 



$252,105,824* 

130,198,429 

71,702,740 

140,368,673 

105,737,492 

178,130.217 

121,019,739 

213,490,486 

7,924,588 

15,274,146 

78,870,718 

162,463,705 

65.171,438 

143,250,729 

176,623,654 

49,832,464 

28,149,6n 

25,414,000 

17,372,524 

19,056,151 

107,981,793 

87,299,565 



$382,304,253 

212,071,413 

283,867,709 

335,110,225 

23,198,734 

241,334,423 

208,422,167 

226,456,118 

53,563,671 

36,428,675 

195,281,358 



391,646,438 

226,800,472 

288,257,694 

335,425,714 

23,198,734 

228,204,332 

228,951,130 

233,998,764 

55,363,340 

39,841,025 

207,454,704 



I860 



417,952,228 
239,069,108 
116.366,573 
175,931,029 
129,772,684 
359,546,444 
179,801.441 
438,430,946 
21.722.810 
47.206,875 
155,034.189 
277,164,673 
157.836.737 
351.636,175 
280,704,988 
155,682,277 
112.476,013 
155,316.322 
63.254.740 
116.956,590 
219,991,150 
162,504,020 



657,121 
292,297, 
489,319,. 
618,232. 
69,929, 
432,198, 
509,472 
435,787 
267,792 
180,211 
382,495 



336 
602 
128 
387 
685 
,762 
,912 
,265 
,335 
,330 
200 



793.249,681 
358,739,399 
548,138,754 
645,895,337 
73,101,500 
495,237,078 
607,324,911 
602,118,568 
365,200.614 
219.256.473 
493,903,892 



•The value of real property is 
second. 



riven first in these tables, personal property 



64 



[Facts About Southern 





lue 
per- 
erty, 


o 
-0 ^ t^ 


o 
So* 


i c 




03 "2 a 


m « 'I 




c ^ c 




c n c 
^ ^ a 


asse 
atiot 
erty 


ated 
atioj 
erty 


— nj (O 




sess 
fre 
ona 

87C 


a 2 


S 3 a 


y « c 
S S .2 




<« in r-l 


!» a 


« > a 


" « ii 




< 


H 


a 


p 


Virginia 


$279,116,017 


$ 


$ 


$138,836,211 




86,323,900 


365,439,917 


409,588,133 


153.735,208 


North Carolina. . . 


83,322,012 






33,044,561 




47,056,610 


130,378,622 


260,757,244 


128,875,419 


South Carolina. . . 


119,494,675 






10.278,009 




64,418,662 


183,913,337 


208,146,989 


295.127,782 


Georgia 


143,948,216 






35.853,225 




83,271,303 


227,219,519 


268,169,207 


355.159,643 


Florida 


20,197,691 






1,625.119 




12,283,152 


32,480,843 


44,163,655 


34.923.723 


Alabama 


117,223,043 






37,811,046 




38,359,552 


155,582,595 


201,855,841 


238.805.121 


Mississippi 


118,278,460 






39,558,277 




59,000,430 


177,278,890 


209,197,345 


292,635,745 


Louisiana 


191,343,376 






89,361.612 




62,028,514 


253,371,890 


323,123,666 


93,053,763 


Texas 


97,186,568 






15.289,445 




52,546,361 


149,732.929 


159,05 \542 


102.769.961 


Arkansas 


63,102,304 






152,436 




31,426,539 


94,528,843 


156,304,691 


85.530,051 


Tennessee 


223,035,375 






3,044,195* 




30,746,786 


253,782,161 


498,237,724 


131,757,234 



Virginia 

North Carolina 
South Carolina 

Georgia 

Florida 

Alabama 

Mississippi . . . 
Ijouisiana .... 

Texas 

Arkansas 

Tennessee 



Public Debt 
in 1850 

'$T3,573,355" 
977,000 
3,144.931 

2,801,972 
2,800 
3,983,616 
7,271,707 
11,492,566 
5,725,671 
1,506,562 
3,776,856 



Public Debt 
in 1870 

^57921,255 
32,474,036 
13,075.229 
21,753,712 

2,185.838 
13,277,154 

2.594.415 
53,087.441 

1,613,907 

4,151,152 
48,827.191 



Observe the following : 

1. That, between 1860 and 1870, the assessed value of 
real estate in ISTorth Carolina decreased $33,044,561, while 
the personal property decreased $128,875,419 ; more than 
$161,000,000 in all and about eight-elevenths of the value of 
all the real and personal property of the State in 1850. 

2. Observe that the State debt increased more than thirty- 
two times from 1850 to 1870 ; that the State debt in 1870 



Educational Pkogress.] 



65 



was about one-fifth of the assessed value of the whole property 
of the State. In this respect ISTorth Carolina fared much 
worse than any other Southern State at the hands of the Re- 
construction State Government. 

3. Observe the striking decrease in personal property val- 
uation between 1860 and 1870 for the whole South. The real 
estate valuation assessed decreased $401,809,941 and the 
assessed valuation of personal property decreased $1,912,333, 
149 ; a total decrease of $2,314,143,090. This amount hard- 
ly represents all the losses by war, but it does give some basis 
for calculating the fearful cost of the war to the South. 

4. The Civil War added more than one-third more children 
to the school population to be educated, while that war took 
away millions of the financial ability of the State. What 
was true of ISTorth Carolina was more than true, in 1870, of 
the whole South. 

TABLE III. 

ESTIMATED TRUE VALUATION OF PROPERTY, 1850=1900— 

THE SOUTH. 

The following tables still further disclose the effect of the 

Civil War on Southern property values as compared with 

other States. 



1S50 



Virginia 

South Carolina . 

Georgia 

Florida 

Tennessee 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 



$430,701,082 

288,257,694 

335,425,714 

22,862.270 

201,246,686 

228,204.332 

228,051,130 

233,098.764 

52,740,473 

39,841,025 



^793,249,681 
548,138,754 
645,895,237 
73,101,500 
493,903,892 
495,237,078 
607,324,911 
602,118,568 
365,200,614 
219,256,473 



1S70 



$403 
208 
268 
44 
498 
201 
209 
323 
159 
156 



588,133 
146,989 
169,207 
163,655 
237,724 
855,841 
197,345 
125,666 
052,542 
,394,691 



1880 



$707,000,000 
322,000,000 
606,000,000 
120,000,000 
705,000,000 
428,000,000 
354,000.000 
382,000,000 
825,000,000 
286,000,000 



Virginia 

South Carolina . 

Georgia 

Florida 

Tennessee 

Alabama 

Mississippi . . . 

Louisiana 

Texas 

Arkansas 



1890 



g 862,318,070 
400,911,303 
852,409,449 
389,489,388 
887,956,143 
622,773,504 
454.242,688 
495,301,597 

2.105,576,766 
455,147,422 



^,250. 

581. 
1,224. 

564. 
1,387. 

903. 

658, 

718. 
3,053. 

659. 



364,201 
321.389 
993,701 
759,612 
536,262 
021,580 
651,897 
187,315 
086,310' 
963.762 



66 



[Facts About Southern 



TABLE IV. 



PER CAPITA WEALTH BASED ON ABOVE FIGURES, 1850=1900. 



Virginia 

Nortli Carolina 

South Carolina 

Georgia 

Florida 

Tennessee 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 



1850 1860 1870 i 1880 1890 1900 



$303 
261 
431 
370 
261 



$497 
301 
779 
611 
521 



201 


445 1 


296 


514 


377 


767 


452 


850 


248 


605 


190 


504 



$334 
243 
295 
226 
235 
396 
202 
253 
445 
194 
323 



$467 


$521 


329 


361 


323 


348 


393 


464 


445 


995 


451 


502 


339 


412 


313 


352 


406 


443 


518 


942 


356 


403 



$674 
447 
434 
553 

1,068 
687 
494 
425 
520 

1,001 
503 



TABLE V. 



COMPARISON WITH OTHER STATES.* 



1850 



1870 



1880 



Mass 

New York . . 

Penn 

Maryland . . 

Ohio 

Indiana . . . 
Illinois . . . 
Wisconsin . 
Connecticut 
New Jersey. 



; 573 
1,080 
722 
219 
504 
202 
156 
42 
155 
200 



342.286 
309,216 
,486,120 
217,364 
,726.120 
050,264 
265,006 
056,595 
707,980 
000,000 



? 815 

1,843, 

1,416 

376, 

1,193 

528. 

871, 

273, 

444, 

467. 



,237,433 
338,517 
501,818 
919,944 
898,422 
835.371 
860,282 
671,068 
274,114 
918,324 



,132,148,741 1$2 

,500,841 

,808,340 

643,748 

,235,430 

268,180 

,121,680 

702,307 

774.631 

940,976 



,264 
,112 
,976 
),300 
.543 
.579 
,329 
,524 
,064 



,623,000,000 
,308,000,000 
,942,000,000 
837,000,000 
,238,000,000 
,681,000,000 
,210,000,000 
,139,000,000 
779,000,000 
,305,000,000 



1900 



Massachusetts 
New York . . . , 
Pennsylyania 
Maryland ... 

Ohio 

Indiana 

Illinois 

Wisconsin . . . 
Connecticut . 
New Jersey . . 



$2,803 
8,576 
6,190 
1,085 
3,951 
2,095 
5,066 
1,833 
835 
1,445 



,645,447 
,701,991 
746,550 
473,048 
382,384 
176.626 
751,719 
308,523 
,120,219 
,285,114 



s 4,065 
12,436 
8,976 
1,573 
5,729 
3,038 
7,346 
2,658 
1,210 
2,095 



,285,898 
.217,886 
582,497 
,935,919 
504,456 
005,107 
789,992 
297,358 
924,317 
,663,415 



*A11 the estimates are based on the figures compiled by United States Census 
Bureau and the Department of Commerce. 



Educational Pkogress.] 



67 



•• TABLE VL 
PER CAPITA WEALTH BASED ON ABOVE FIGURES. 





1850 


1860 


1870 


1880 


1890 


1900 


Massaoliusetts 

New York 

Pennsylvania 


$577 
349 
313 
376 
255 
205 
183 
138 
420 
400 


$662 
475 
487 
549 
510 
392 
509 
353 
966 
696 


$1,463 

1,483 

1,081 

824 

839 

755 

835 

666 

1.441 

1,038 


$1,471 
1,241 
1,154 

895 
1,012 

850 
1,043 

866 
1,251 
1,154 


$1,252 
1,430 
1,177 
1,041 
1,076 
956 
1,324 
1.087 
1,119 
1,000 


$1,449 
1.711 
1,424 




1,325 


Ohio 

Indiana 


1.378 
1,207 




1,524 




1,285 




1,333 


New Jersey 


1,113 







It will be observed that the per capita value of the prop- 
erty of jSTorth Carolina was the same in 1860 and in 1890. 
Many of the other Southern States, in 1900, had not yet re- 
covered from the effects of the Civil War. It may be 
donbted whether the South increased its wealth forty-five per 
cent., with the other sections of the country, between 1890 
and 1900. 

TABLE VII. 
SCHOOL FUNDS OF THE SOUTH. 



w 



.2 o 5 



o a 



B & 



Virginia 

Nortli Carolina . 
South Carolina 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 



$1,250 

847 
581 

1,224 
564 
903 
658 
718 

3,053 
659 

1,387 



361,201 
015,094 
321,389 
,993.701 
,759,612 
,021,580 
,651,897 
,187,315 
086,310 
,963,762 
,536,262 



$2,136,891 
1,927,417 
1,119,224 
2,282,965 
791,951 
1,457,662 
1,937,532 
1,566,217 
5,283,426 
1,641,046 
2,465,221 



00170 
00227 
,00192 
,00169 
,00117 
00114 
00265 
,00208 
00118 
,00248 
.00168 



1902 
1903 
1902- 
1902 
1901 
1902 
1902- 
1902 
1901 
1901 
1902 



48,886 





212,052 

30,813 

154,238 

186,226 

61,000 

1,676,462 



133,292 



•Income from permanent funds has been deducted before this amount has 
been ascertained. 
fState Reports. 
JReport of U. S. Commissioner of Education, 1901-02. 

In comparing these figures with those of tlie next table, it 
should be remembered that the average per capita ability of 



68 



[Facts About Southern 



the South to maiutaiu schools was about the sauie in 1900 as 
in 1860. ]^o such educational showing as the above could 
be made for any section or any State in 1860, taking the 
same financial conditions into consideration. 

TABLE VIII. 
SCHOOL FUNDS OF ELEVEN OTHER STATES. 



STATES 



^ .2 -M 

« c^ 0^ 



Massachusetts . 
New York . . . . 
Pennsylvania 
Maryland . . . 

Ohio 

Indiana 

Illinois 

Wisconsin . . . 
Connecticut . . 
New Jersey . . . 



; 4,065,285,898 
12,436,217,886 
8,976,582,497 
1.573,935,919 
5,729,504,456 
3,038,005,107 
7,346,789,992 
2,658,297,358 
1,210,924,317 
2,095,663,415 



$14,192 

37,737 

26,492 

2,605 

14,998 

-8,585 

27,586 

6,164 

3.443 

7.118 



o .^i o Ji 



c i! 3 o c 



O +J -M k, 

1900-01 
1901-02 
1901-02 
1900-01 
1901-02 
1901-02 
1901-02 
1900-01 
1901-02 
1901-02 



./60 


.00345 


,654 


.00301 


,218 


.00295 


,279 


.00162 


,378 


.00254 


,355 


.00264 


,297 


.00364 


.571 


.00225 


,944 


.00272 


,248 


.00328 



.$160,546 
272,477 

53,357 
249,160 
562,190 
845,366 
167,391 
144,541 
233,387 



•Income from permanent funds has been deducted before this amount has 
been ascertained. 

fReport ofU. S. Commissioner of Education, 1901-02. 



TABLE IX. 

PROPERTY OF EACH CHILD OF SCHOOL AGE— THE SOUTH. 



ST.\TES 






I « 2 

IS.H 

— 4-1 .1 

;-S2 



> Ceo 



^ m ^ ^ 



U ;- — i; , -^ l> c 

1- ij= tt: v. j; S 

«J ? o :3 I ".".O +J 

a. i Cm'" 



Si.i. 

<A "^ . 

c: So 

n cs - 
o u ^ 



Virginia ...... 

North Carolina. 
South Carolina. 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 

United tStates . . 



\ 1,250.361,201 
847,015,094 
581,321,389 

1,224.993,701 
564,759,612 
903,021,580 
658,651,897 
718,187,315 

3,053,086,310 
659,963,762 

1,387,536,262 
94,300,000,000 



595,470 
650,700 
478,480 
752,520 
173,670 
640,500 
537,310 
409,100 
1,067,710 
456,920 
653,845 
22,261,863 



$2,099 


$497* 


1,301 


361 


1,215 


779 


1.628 


611 


3,252 


521 


1,409 


514 


1,226 


767 


1,531 


850 


2,859 


005 


1,444 


504 


2,122 


445 


4,236 


514 



$ 674 
447 
434 
553 

1,068 
494 
425 
520 

1,001 
503 
687 

1,235 



•Slaves included in the population on which the figures are based. 
fReport ofU. S. Commissioner of Education, 1901-02. 



Educational Peogkess.] 



69 



Observe that North Carolina was the poorest State in the 
South in 1860. In 1900, South Carolina and Mississippi 
were below her in per capita wealth ; also that a number of 
the Southern States in 1860 had as much per capita wealth 
as the average for the whole country, but that in 1900 no 
Southern State had as much per capita wealth as the average 
for the country. 

It will also be readily observed from the above table that, 
in 1900, South Carolina, Georgia, Alabama, Mississippi, 
Louisiana and Arkansas were still poorer per capita than in 
1860; and that the increase in per capita wealth for the re- 
maining States of the South, in 1900, over that of 1860, was 
still very slight, except in the case of Florida and Texas. 

In estimating and comparing the ability of the South to 
raise school funds, it should be remembered that, on account 
of the small per capita wealth, one dollar at the South must 
bear a burden so much larger relatively than elsewhere in the 
country for the expenses of government and purposes other 
than education that it leaves very little margin for education 
without making such taxation burdensome. 

TABLE X. 

PROPERTY FOR EACH CHILD OF SCHOOL AGE-ELEVEN 
OTHER STATES. 



ST.XTES 



Massachusetts 
New York . . . . 
Pennsylvania 
Maryland . . . 

Ohio 

Indiana 

Illinois 

Wisconsin . . . 
Connecticut . . 
New Jersey . 



rt cj »^ 
p 3 O, 



4,065, 
12,436, 
8,976, 
1,573 
5,720, 
3,038 



7,346 
2,658, 
1,210 
2,095 



,285,898 
217,886 
582,497 
935,919 
504,456 
,005,107 
,789,992 
,297,358 
,924,317 
,663,415 



3 oi a i^^ 



634,510 

1,806,940 

1,733,400 

336,230 

1,120,700 

699,600 

1,352,000 

623,910 

219,070 

496,380 



1 - fl 


r- .i. 


i: 2 o 


«l t 


i's'^. 


w5 o 


> o u 


> C'^ 


E'er cap. \ 
for each 
scliool ag 


1-1 ^ 1 

a. 


$6,407 


$662 


6,882 


475 


5,178 


487 


4,681 


549 


5,112 


510 


4,342 


392 


5,434 


509 


4,260 


353 


5,527 


966 


4,221 


696 






$1,449 
1,711 
1.424 
1,325 
1,378 
1,207 
1,524 
1,285 
1,333 
1,113 



70 [Facts About Southern 

Xorth Carolina, with a total population of 1,893,810 in 
1900, had in 1902, 650,700 children of school age, while 
]\Iassachusetts, with a total population of 2,805,346 in 1900, 
had only 634,510 children of school age in 1901. The per 
capita wealth for each child of school age in Massachusetts 
was $6,407 ; in North Carolina only $1,301. A school tax 
t(» provide an equal per capita amount for education would 
certainly have to be more than five times as large on each one 
dollar of property in iS^orth Carolina as in Massachusetts, to 
say nothing of the extra expense of the separate schools ISTorth 
(^arolina must maintain for the negro children. 



Educational Progkess.] 



PART IV. 



Summary of School Laws. 



1, 


Virginia. 




IJ. 


North Carol 


ina. 


111. 


South Carol: 


ina. 


IV^ 


Georgia. 




V. 


Florida. 




VI. 


Alabama. 




VII. 


Mississippi. 




VIII. 


Louisiana. 




IX. 


Texas. 




X. 


Arkansas. 




XI. 


Tennessee. 






1. 


State Board of Education. 




2. 


City and County Superintendents. 




3. 


School Districts and District School Officers, 




4. 


County School Board. 




5. 


Teachers' Examinations. 




6. 


Text-books and Course of Study. 




7. 


City System. 




8. 


Special Features. 



I. VIRGINIA. 

1. State Board. — The State Board of Education consists 
of the governor, attorney-general, superintendent of public 
instruction, and three experienced educators elected by the 
State senate for four years ; the board thus constituted most 
also associate with itself one city and one county superinten- 
dent, with advisory powers only as to appointment of school 
officers, but full powers so far as concerns other matters. 

2. City and County Superintendents. — All county and 
city superintendents are appointed by the State board for 
four years, subject to confirmation by senate. 



72 [Facts About Southern 

3. School Districts and District Officers. — Each magis- 
terial district is a school district. There may be several 
schools in each district. There are three trustees for each 
district, appointed by the county trustee electoral board, com- 
posed of the county attorney, the county super intendendent 
of schools, and one other person appointed by the circuit court 
judge. The district trustees have power to employ teachers, 
build school houses, provide text-books for poor children, 
make all rules for government of the schools, and exercise 
similar powers and duties. 

4. County School Board. — This board is composed of the 
county superintendent of schools and the district trustees. 
This board has power to apportion the school funds and has 
general oversight of school property and the school system of 
the county, under direction of the State board and State 
superintendent. 

5. Teachers' Examinations. — The certification of teachers 
is in the hands of a State board of examiners appointed by 
the State board of education. 

6. Text-books and Course of Study. — The text-books are 
prescribed by the State board. Elementary and high school 
courses of study may be provided. 

7. City System. — City superintendent is appointed for 
four years by State board ; all text-books and courses of 
study are subject to regulation by State board ; teachers must 
have certificates granted by State authority; city may be 
composed of several districts with three trustees each, ap- 
pointed for three years by city council, with power to elect 
teachers and perform other duties incident to the proper man- 
agement of the schools. There is a uniform city system of 
schools. 

II. NORTH CAROLINA. 

1. State Board. — The State board of education is com- 
posed of the governor, lieutenant-governor, secretary of State, 
treasurer, attorney-general, auditor and superintendent of 



Educational Progress.] 73 

public instruction. This board has charge of swamp lands 
and literary fund, loan fund, has the power to decide all ap- 
peals from county boards of education, and has general charge 
of the colored normal schools. 

2. City and County Superintendents. — County superin- 
tendents are elected by the county boards of education for 
two years. City superintendents are elected by the city 
boards of education. The term of office of the city superin- 
tendents is not fixed by general statute. 

3. School Districts and District School Officers. — Each 
county is divided into school districts by the county boards. 
A district may be a township with several schools in the dis- 
trict-to^vnship. Each district has a local committee of three 
persons appointed for two years by the county board. The 
district committee has power to employ and dismiss teachers. 
These officers also have general oversight of the school prop- 
erty, but cannot make any expenditures not first approved 
by county board. 

4. County School Board. — The county school board is ap- 
pointed by the Legislature for a term of two years. It con- 
sists of three members. This board has power to erect school 
houses, abolish districts and create them, prescribe rules and 
regulations for government of the schools, apportion school 
funds, and appoint county superintendents. 

5. Teachers' Examinations. — The certification of teachers 
is in the hands of the county superintendent, under such 
rules and regulations as the State superintendent shall pre- 
scribe. 

6. Text-hooks and Course of Study. — The elementary text- 
books are prescribed by the State board of education. Ele- 
mentary and high school subjects may be taught. High 
schools are under complete control of State superintendent 
and State board. 

7. City System. — There is no uniform city system. Each 
city conducts its own schools under special acts or according 



74 [Facts About Southern 

to charter provisions, subject to few regulations by general 
laws. 

8. Special Features. — There is a provision by general 
statute for rural school libraries and rural high schools. 
There is provided by general statute a perpetual loan fund 
of $200,000 to be used to aid rural districts in erecting school 
houses. Loans from this fund bear four per cent, interest and 
are payable in ten yearly installments. All school houses 
built by aid of this fund or by aid of the general school fund 
must be erected after plans provided and approved by the 
State superintendent. The expenses of the county superin- 
tendents in attending their State Association are paid out of 
the school fund. 

III. SOUTH CAROLINA. 

1. State Board. — The State board of education is com- 
posed of the governor, the State superintendent of schools, 
and seven other members appointed by the governor for a 
term of four years. This board has charge of the examina- 
tion and certification of teachers, institute work, and decides 
appeals from decisions of county boards, adopts text-books, 
and prescribes courses of study. 

'1. City and County Superintendents. — County superin- 
tendents are elected by the people of each county and serve 
for two years. Their salaries vary in each county, but are 
fixed by the State Legislature. City superintendents are 
chosen by city school boards provided for by special statutes 
or charters and serve for terms fixed by the same. 

?>. School Districts and District School Officers. — The 
school district must not be larger than forty-nine square miles. 
Each district has three district trustees appointed by the 
county board for two years. These trustees have control of 
school property, employment of teachers, and the expenditure 
of all school funds. 



Educational Peogkess.] 7.") 

4. County School Board. — The county superintendent is 
ex officio a member of the county board. There are two 
other members appointed by the State board. This board 
conducts teachers' examinations under direction of the State 
board, creates or abolishes school districts, settles local con- 
troversies, and has general supervision of the school inter- 
ests of the county. 

5. Teachers' Examinations. — The State board ])reseribes 
a uniform system of examination and certification of teachers. 

6. Text-hooks and Course of Study. — The State board 
adopts text-books and prescribes courses of study. There mny 
be elementary and high school courses. 

7. City System. — There is no uniform city system. Each 
city has its own local system. 

8. Special Features. — The law provides that the district 
trustees may provide free books for poor children and that 
all books shall be sold to pupils at cost, an appropriation from 
the county treasury being authorized for the purpose. South 
Carolina also has a rural school library law similar to the 
North Carolina law. There is a State system of county in- 
stitutes and summer schools under the direction of State 
board. 

IV. GEORGIA. 

1. State Board. — The State board of education is com- 
posed of the governor, secretary of State, attorney -general, 
comptroller-general, and the State school commissioner. The 
board acts as adviser to State superintendent, has charge of 
the permanent school fund, general control of all school offi- 
cers, and adopts text-books and prescribes courses of study. 

2. City and County Superintendent. — County school 
commissioners or county superintendents are chosen by 
county boards for a term of four years. City superintendents 
are chosen under regulations prescribed by special acts. 



76 [Facts About Southern 

3. Districts and District School Officers. — There are three 
school trustees for each school established, appointed by 
county board for one, two and three years. Have power to 
supervise schools and recommend teachers for appointment. 
Local community must build house by private means or by 
local taxation. 

4. County School Board. — The county grand jury selects 
five freeholders as members of county board of education. 
This board serves four years. It has power to establish 
schools, employ teachers, apportion school funds, and elect 
a county school commissioner. 

5. Teachers^ Examinations. — The examination and cer- 
tification of teachers is under control of county school com- 
missioners, but they must use the questions prescribed by 
State school commissioner and obey his rules and regulations 
relative to the same. 

6. Text-hooks and Course of Study. — The text-books are 
prescribed by the State board of education. The course of 
study embraces only seven grades, except in separate or 
special districts. 

7. City System. — There is no uniform city system of pub- 
lic schools. 

8. Special Features. — Under rules and regulations ap 
proved by the State board one or more manual labor schools 
may be organized in each county. There is a State system 
of county institutes under direction and control of State 
superintendent. 

V. FLORIDA. 

1. State Board. — The State board is composed of the 
governor, secretary of State, treasurer, attorney-general and 
State superintendent. This board manages the school lands, 
decides appeals, may remove subordinate school officials for 
cause, and must manage the higher educational institutions 
and normal schools. 



Educational Peogkess.] 77 

2. City and County Superintendents. — The coimt}'^ su- 
perintendent is elected by the people for four years. He rec- 
ommends subordinate school officers. He is also city super- 
intendent, there being no separate city system in Florida. He 
conducts examinations of teachers, etc. 

3. School Districts and District School Officers. — There 
are school districts for taxing purposes. The schools are 
located by the county board. The local officers are called 
supervisors. There is one of these for each school, appointed 
by the county board, who visits the schools and keeps the 
buildings in repair. In special tax districts there is a local 
board with larger powers. 

4. County School Board. — The county school board is 
elected by the people ; it is composed of three members who 
are chosen for two years. The board holds title to property, 
locates schools, and employs all teachers, grades the schools, 
adopts text-books, and supervises teachers' examinations. 

5. Teachers' Examinations. — There is a system of uni- 
form examinations, under direction of State superintendent, 
who furnishes questions and makes rules and regulations 
governing the granting of certificates. The examinations are 
conducted by the county superintendent and a grading com- 
mittee of the county board. 

6. Text-boohs and Course of Study. — Text-books are 
adopted by local authorities. The course of study embraces 
elementary and high school subjects. The school course em- 
braces twelve years of not less than eight months each. High 
schools receive special State aid. 

7. City System. — There is no city system ; the county su- 
perintendent supervises all schools in his county. 

VI. ALABAMA. 

1. State Board. — There is no State board of education. 
The State superintendent exercises the powers usually con- 
ferred on such boards in other States. 



78 [Facts About Southern 

2. City and County Superintendents. — Any school district 
by maintaining an eight months' public school each year ac- 
quires the right to have a local school board of five members 
with power to elect a superintendent of schools, and exercise 
other powers necessary to complete control of the schools. 
The county superintendent is elected by the people. His term 
of office is four years. 

3. School Districts and District School Officers. — School 
districts are created by a county districting board, composed 
of one county commissioner, the county superintendent, and 
a county surveyor. ]!^o district may be created which places 
children farther than two and one-half miles from the school 
house. The school district board of trustees are elected by 
the qualified voters of each district. These boards are com- 
posed of three persons, whose term of office is four years. 
These district trustees employ teachers, subject to the appro- 
val of the county board of education. 

4. County School Board. — The county superintendent and 
four trustees constitute the county board of education. The 
county trustees are elected by the chairmen of the district 
trustees and their term of office is four years. The county 
board has entire control of the schools, can hold, acquire, and 
transfer property, and make all rules and regulations for 
the government of the schools. 

5. Teachers Examinations. — There is a uniform State 
examination for teachers, conducted by a State board of ex- 
aminers. The teachers examined pay a fee which goes to 
credit of general school fund. The board consists of the State 
superintendent and two other members appointed by him. 

6. Text-hoolcs and Course of Study. — There is a uniform 
series of text-books. The course of study embraces elemen- 
tary and high school subjects. Books are adopted by a State 
text-book commission. 

7. City System. — There is no uniform city system. All 
city systems act under special laws, no two of which are 



Educational Progress.] 79 

similar. The maximum salary of county superintendents 
from the State fixed by constitutional provision, is four per 
cent, of State school fund disbursed, not to exceed $1,800. 

VII. MISSISSIPPI. 

1. State Board. — The State board of education consists 
of the secretary of State, attorney-general, and superinten- 
dent of public education. This board prescribes course of 
study, manages school fund, decides appeals, and has general 
supervision of the schools through the State superintendent. 

2. City and County Superintendents. — The county super- 
intendent is elected by a vote of the people of each county. 
He is elected every four years. The maximum salary fixed 
by law is $800 a year. The city superintendent is elected by 
city board. There is no uniformity. 

3. School Districts and District School Officers. — There 
are three trustees for each district, elected by people for three 
years. In districts maintaining a seven months' public school 
each year, there is a board of five elected by the local board 
of aldermen. 

4. County ScJtool Board. — There is no county school 
board, but a county board of examiners consisting of three 
first grade teachers appointed by the State superintendent. 
They have no duties except to hold examinations under di- 
rection of State board. 

5. Teacliers' Examinations. — All examinations are made 
out by a State board of three, appointed by State superinten- 
dent. The county boards hold the examination and issue 
certificates under the direction of the State board of exam- 
iners. 

6. Te.vt-bools and Couise of Study. — The course of study 
embraces the elementary and high school studies. The course 
of study and the text-books are prescribed by the State board 
of education. 



80 [Facts About Southern 

7. City System. — All towns of three hundred inhabitants, 
by maintaining a public school for seven months each year, 
thereby secure the right of separate districts, and may, 
through the board of aldermen, appoint five persons a school 
board, with necessary power to conduct the schools. 

VIII. LOUISIANA. 

1. 8tate Board. — The State board of education consists 
of the governor, attorney-general, superintendent of public 
instruction, and seven other members appointed by the gov- 
ernor. This board appoints parish (county) school boards, 
adopts text-books, makes rules for the government of schools, 
and has power to remove members of parish boards. 

2. City and Parish Superintendents. — Parish superinten- 
dents are elected by parish boards. The parish superinten- 
dent is also city superintendent. 

3. School Districts and District School Officers. — Parish 
school directors may appoint auxiliary school visiting trustees 
in each ward (township). But these officers have only advi- 
sory powers, when appointed. There are no school districts 
except for voting taxes. 

4. Parish (County) School Board. — The parish school 
board is called "Parish School Directors." This board em- 
ploys teachers with approval of parish superintendent, builds 
school houses, locates all houses, may establish elementary and 
high schools, makes all rules and regulations for school gov- 
ernment, fixes all salaries. 

5. Teachers' Examinations. — -The teachers are examined 
by parish superintendent. He has practically the whole mat- 
ter of the certification of teachers in his hands. 

6. Text-books and Course of Study. — The State board of 
education prescribes text-books and fixes the course of study. 
But elementary and high schools are provided by law. 



Educational Progress.] 81 

7. City System. — There is no city system, as such. The 
parish board and the parish superintendent have charge of 
all schools. The city schools have high school principals who 
have about the same duties as city superintendents in most 
States. 

IX. TEXAS. 

1. State Board. — The State board consists of the governor, 
the secretary of State, and the comptroller. This board dis- 
tributes the school fund, controls the white normal schools, 
and decides ajjpeals from State superintendent, 

2. City and County Superintendents. — The county super- 
intendent is elected by the coimty court for a term of two 
years. But county courts may impose the duties of the office 
on the county judge. The county superintendent apportions 
the school fund, appoints the county examining board, holds 
institutes, approves contracts with teachers, visits and ex- 
amines schools. Cities and independent districts have the 
power to elect a superintendent through their local boards. 

3. School Districts and District School Officers. — School 
districts are formed by the county commissioners court. 
Three district trustees are chosen by the qualified voters for 
one and two years, in a district meeting. The trustees are 
a body corporate, have power to employ teachers, locate 
schools, and do other things necessary for the proper conduct 
of the schools under their charge. 

4. County School Board. — There is no county board. The 
duties usually assigned to this board in other States are ex- 
ercised by the county superintendent, the county court, or 
the board of commissioners. 

5. Teachers' Exayninations. — All examination questions 
are prepared by the State superintendent. The examinations 
are held by a county examining board appointed by the 
county superintendent. 



82 [Facts About Southern 

6. Text-hooks and Course of Study. — Text-books are 
adopted by a text-book board or commission. ' The course of 
study is prescribed by law. Elementary and high school sub- 
jects are provided for. 

7. City Systeyn. — The local trustees in eacli city and inde- 
pendent district have complete control of their public schools. 
There is no uniform system, however. 

X. ARKANSAS. 

1. State Board. — The governor, the secretary of State, and 
the State superintendent constitute the State board of educa- 
tion. This board only has power to grant to educational insti- 
tions the privilege of conferring degrees, not honorary. Xo 
honorary degTces of any kind can be conferred. 

2. City and County Superintendents. — There are no 
county superintendents in Arkansas. There is a county ex- 
aminer for each county, appointed by the county judge. The 
county examiner examines teachers, tabulates the reports of 
the district directors, and makes a report to the State super- 
intendent. Any city or incorporated town may be organized 
into a special school district with six directors, who have the 
power to elect a superintendent, and who have other powers 
not granted to directors in common school districts. 

3. School Districts and District ScJiool Officers. — The for- 
mation and abolition of school districts is in the hands of the 
county judge. Each district has three district directors elect- 
ed by the people ; one elected every year for a term of three 
years. This board locates schools, erects buildings, hires 
teachers, and performs all things necessary to conducting the 
scliools. 

4. County ScJiool Board.- — There is no county school 
board. All the usual duties of such a board are performed by 
the district school directors. 

5. Teachers' Examinations. — The State superintendent 
prepares all examination questions. The examinations are 



EDUCATIO^TAL PjROGRESS.] 83 

conducted quarterly by the county examiner, under regula- 
tions prescribed by the State superintendent. 

6. Text-boohs and Course of Study. — The State course of 
study is prepared by the State superintendent. Text-books 
are selected by a board consisting of the county examiner and 
four other persons appointed by the county judge. Elemen- 
tary and high school subjects are provided for. 

7. City System. — The cities and towns are called special 
districts, with a board of six directors. These boards can 
elect superintendents and establish high schools. 

8. Special Features. — The State superintendent appor- 
tions the school fund to the several counties and districts. 
He issues, only on examination. State certificates, good for 
life or during good behavior, and professional certificates 
good in any part of the State for a period of six years from 
date of issue. County examiners are examined and licensed 
by the State superintendent. 

XI. TENNESSEE. 

1. State Board. — The State board is composed of six mem- 
bers appointed by the governor for six years. This board 
controls the normal schools and examines applicants for the 
office of county superintendent. The State superintendent is 
secretary of the board. He is also appointed by the governor. 

2. City and County Superintendents. — The county super- 
intendent is elected by the county court, but whoever is 
elected must have a certificate of qualification from the State 
board of education. City superintendents are elected by lo- 
cal boards, provided for by special legislation. There is no 
uniform system of city schools. 

3. School Districts and District School Officers. — The 
school districts are coextensive with the civil districts or 
towmships. For each district there are elected biennially 
three school directors, who have full power to locate schools, 



84 [Facts About Southern 

employ teachers, erect buildings and perform other duties 
necessary to carrying on the schools. 

4. County School Board. — There is no such board. The 
county court and the district directors perform the duties 
usually assigned to such a board. If a county establishes a 
county high school, it is managed by a county high school 
board appointed by the county court. 

5. Teachers' Exaviinations. — The examination and cer- 
tification of teachers is in the hands of the county superin- 
tendent, under direction of the State superintendent. There 
are primary and secondary certificates. 

6. Text-hooks and Course of Study. — The text-books are 
adopted by the State board of education. Primary and sec- 
ondary schools are provided, embracing ten grades. 

7. City System. — Any incorporated town or city may es- 
tablish and maintain a system of city schools. City superin- 
tendents report direct to the State superintendent. 



Educational Pkogeess.] 85 



PART V. 

Southern Educational Statistics in Detail. 



CONTENTS: 



J. Numl)er of counties; area; valuation of property, by States. 
11. Number of white and negro schools and area covered by each 
rural white school. 

III. School population, enrollment, attendance. 

IV. Length of school term and salaries of teachers and superin- 

tendents. 
V. School funds and amount derived from local taxes, poll taxes, and 
permanent funds. 



"Taxation hj the State is but an appropriation for the security of 
society, protection to property and the advancement of the people." — 
W. J. Northen. 

"The prosperity of the State does not depend iipon the amount of 
education which some of the people have, but upon the education pos- 
sessed by all the people in the State." — D. G. Heyward. 

"In my opinion, the highest and sincerest expression of the principle 
of fraternity and the most splendid prophecy of the permanence and high 
standard of our future civilization are to be found at one and the same 
time in the willingness of the people to make liberal contribution for 
free public schools for tlie education of all the people." — Joseph B. 
Oraham. 



86 



[Facts About Southeex 



TABLE I. 

NUMBER OF COUNTIES, AREA, VALUATION OF PROPERTY. 

The reader is referred to j^receding tables for estimated 
true valuation of property. 



No. 
Coun- 
ties 



Land area 



Assessed valua- 
tion all property 



Year 



Virginia 

North Carolina 
South Carolina 

Georgia 

Florida 

Alabama 

Mississippi . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 



48 
97 
41 

137 
45 
67 
75 
59 

243 
75 
96 



40,125 
48,580 
30,170 
58,980 
54,240 
51,540 
46,340 
45,240 
262,290 
53,045 
41,750 



5 423, 
433. 
204, 
504, 
111 
307, 
215 
301, 

1.064, 
249, 
367 



842,680 
687,809 
405,879 
617,947 
333,735 
643,704 
765,947 
215,222 
948,037 
779,108 
952,806 



1902 
1904 
1904 
1903 
1904 
1904 
1900 
1902 
1904 
1904 
1904 



TABLE II. 
NUMBER OF RURAL SCHOOLS, ETC. 



V 

4-* 

^•3 


■a 
11 

u 

o 
So 


cov. by 
white 
1 school 


■5 2 


.-- 


CO o I-. 


rt J3 


u o 


u b! 3 




1-. u 1h 


Oi 


« 


< 



Virginia 

North Carolina 
South Carolina 

Georgia 

Florida 

Alabama 

Mississippi . . . 
Louisiana .... 

Texas 

Arkansas 

Tennessee 

'Estimated. 



6,693 
5,433 

2.587 

4,681 

1,722 

2,955 

4,175 

2,341 

8,437 

4,000* 

5,000* 



2,272 


5.9 


1903 


2,380 


8.9 


1904 


2,139 


11.6 


1904 


2,752 


12.6 


1903 


644 


31.5 


1904 


1,431 


17.4 


1904 


2,877 


11.0 


1903 


1,092 


19.4 


1903 


2,294 


31.0 


1904 


1,533* 


13.2 


1904 


1,680* 


8.4 


1904 



"Such a thing never did happen and never can happen as that an in- 
telligent and practical body of men should be permanently poor. The 
greatest of all the arts in political economy is to change a consumer 
into a producer, and the next greatest is to increase the producer's pro- 
ductive power — an end to be directly attained by increasing his intel- 
ligence." — Horace Matin. 



Educational Pkogkess.] 



87 



TABLE III. 

WHITE SCHOOL POPULATION, ENROLLMENT, ATTENDANCE 
(ALL SCHOOLS). 



j tj aJi 1 
I ;- O-mI 



*\'irginia 

North Carolina 
South Carolina. 

Georgia 

Florida 

Alabama 

*]\li8sissippi . . . 
*Louisiana . . . . 

Texas 

Arkansas 

Tennessee 



426,054 
462,639 
224,621 
365,570 
106,305 
372,564 
227,326 
241,706 
614,229 
370,553 
577,127 



257,138 
308,977 
135,527 
300,596 
76,068 
275.300 
192,881 
136.488 
529.151 
249,105 
400,519 



157,075 
179.435 
100,204 
190,368 
51,293 
145,000 
115,079 
102,189 
345,419 
153,954 
275,261 



37 
39 
45 
52 

48 
39 
51 
42 
56 
42 
47 



7-21 
6-21 
6-21 
6-18 
6-21 
7-21 
6-21 
6-21 
8-17 
6-21 
6-21 



'1902-03 ; other States 1903-04. 



"It is a shining day in any educated man's growth when he conies to 
see and to feel and to know and freely admit that it is just as important 
to the world that the raggamuffin child of his worthless neighbor should 
be trained as it is that his own child should be. Until a man sees this 
he cannot be a worthy democrat, nor get a patriotic conception of edu- 
cation ; for no man has known the deep meaning of democracy, or felt 
either its obligation or its life till he has seen this truth clearly." — 
Walter H. Page. 

• "As is the teacher so is the school ; as is the superintendent so are 
all the teachers and all the schools." — IT'. H. Ruffner. 

"Xo one has ever supposed that an individual could build up a 
material temple and give it strength and convenience and fair propor- 
tions without first mastering the architectural art; but we have em- 
ployed thousands of teachers for our children, to build up the immortal 
temple of the spirit, who have never given to this divine educational 
art a daj' or an hour of preliminary studj* or attention." — Horace Mann. 

"The parent who sends his son into the world uneducated defrauds 
the community of a useful citizen and bequeaths it a nuisance." — f'han- 
cellor Kent. 



88 



[Facts About Souther:s' 



TABLE III— (Continued) 



COLORED SCHOOL POPULATION, ENROLLMENT, ATTENDANCE 
(ALL SCHOOLS). 



?. S 



5^ 



©•a 

.a a 

>- >, 

0:3 

I a ^3 



t, o 



*Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 

Alabama 

•Mississippi 

•Louisiana 

Texas 

Arkansas 

Tennessee 

*1902-03; other States 1903-04 



265,258 
221,545 
275,379 
337,563 
76,295 
306,487 
327,128 
217,690 
168,464 
146,880 
189,595 



118,463 
140,737 
156,588 
201,418 

46,568 
166,083 
210,766 

72,249 
133,172 

90,437 
101,811 



67,694 

86,675 

113,929 

120,032 

32,338 

125,000 

118,096 

53,605 

38,256 

58,177 

69,621 



26 
39 
41 
36 
42 
41 
36 
25 
23 
40 
46 



TABLE III— (Concluded), 



PERCENTAGE OF SCHOOL POPULATION ENROLLED AND IN 
DAILY ATTENDANCE. 






a s:l 



"3 "3 

0,0 



•So 



3-0 
0.0 
O K 

V >. 

O (S 

o-o 



•Virginia 

North Carolina 
South Carolina 

Georgia 

Florida 

Alabama 

•Mississippi . . 
•Louisiana . . . . 

Texas 

Arkansas 

Tennessee 



60 
67 
60 

82 
72 
74 
85 
56 
86 
67 
70 



37 
39 
45 
52 
48 
39 
51 
42 
56 
42 
47 



45 
64 
53 
59 
61 
54 
64 
33 
80 
62 
54 



26 
39 
41 
36 
42 
41 
36 
25 
23 
40 
46 



*1902-03 ; other States 1903-04.. 



Educational Progress.] 



89 



Men in all branches of business have learned that when 
they employ even eight or ten men to do any kind of work, it 
pays them to employ a foreman whose exclusive duty it shall 
be to direct and superintend the work. If it pays to em- 
ploy intelligent supervision in the common business of money 
making, how much more will it pay to employ the very best 
talent in supervising the intellectual development and char- 
acter-forming of the State's future citizenship ! 

TABLE IV. 

LENGTH OF SCHOOL TERM AND SALARIES OF TEACHERS 
AND SUPERINTENDENTS. 






nJ OJ 



« 



Virginia 

North Carolina . 
South Carolina. 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 



115* 

85 
109 
104 
108* 
110 
110 
110* 
102 

80 
103 



170 days 
160 days 
160 days 
167 days 
160 days* 
160 days 
169 days 
180 days* 
165 days 
160 days 
180 days 



$30.00* 
29.05 
25.00 
27.43 
35.00* 
35.00 
33.85 
35.00* 
45.12 
35.00* 
33.00 



115* 

80 

67 
104 
108* 

90 
110 
110* 
102 

80 
103 



1902-03 

1903-04 

1903-04 

1903 

1903-04 

1903-04 

1902-03 

1902-03 

1903-04 

1903-04 

1903-04 



♦Estimated. 



Figures for Virginia, Mississippi and Louisiana are those 
of 1902-03 ; other States, 1903-04. 



"While universal suffrage is a failure, universal justice is the per- 
petual decree of Almighty God, and we are entrusted with power, not 
for our good alone, but for the negro as well. We hold our title to 
power by the tenure of service to God, and if we fail to administer 
equal and exact justice to the negro whom Ave deprive of suffrage, we 
shall in the fullness of time lose power ourselves, for we must know 
the God who is love trusts no people with authority for the purpose of 
enabling them to do injustice to the weak." — Charles B. Aycock. 



90 



[Facts About Southern 



TABLE IV— (Continued). 





TO <U 


rt . 


n 




in a 


CO 






t« s 


^ h 


(f) a 




p 


3 j; 


>, ^ 




C >^ 


fl V 






at;" 

cd C 53 


5 S 






verage 
ary cov 
intende 


verage 
ary citj 
tendent 






< 


< 


<! 


Virginia 


$400.00 


$ 881.84 


$2000.00 


North Carolina 


506.63 


912.00 


2000.00 


South Carolina 


575.00 
514.29 


950.00 
960.15 


1900.00 


Georgia 


2000.00 


Florida 


760.95* 
617.23 


760.95* 
1,100.00 
922.58 


2000.00 


Alabama 


2250.00 


Missis.sippi 


561.11 


2000.00 


Louisiana 


537.33 

800.00 to 1200.00 

250.00 


537.33* 

900.00 

900.00 


2000.00 


Texas 


2500.00 


Arkansas 


2000.00 


Tennessee 


300.00 


1,000.00 


2400.00 



^County and city superintendent same officer. 



TABLE V. 



SCHOOL FUNDS AND SOURCES, 1903=04. 

The figures exclude balance from previous year. 



Total 
fund 



Local 
taxes 



Poll 
taxes 



Permane't 

funds 
(1901-02) 



Virginia 

North Carolina . 
South Carolina . 

Georgia 

Florida 

Alabama 

Mississippi . . . . 

Louisiana 

Texas 

Arkansas , 

Tennessee , 



$2,136 
2,050 
1,565 

2,282 
1,078 
1,457 
1,931 
1,566 
5,868 
1,780 
3,647 



,891* 

408 

136 

965 

,089 

562 

,532* 

,217* 

,496 

303 

,494 



^1,073,909* 
335,875 
200,868 
593.257 
109,476 

205,061 

742,945 

1,441,960 

1,040,070 

1,781,959 



no data 
356,324 
185,541 
266,509 
56,996 
133,252 
261,361 
156,212 
587,696 
237,618 
no data 



! 48,886 





212,052 

30,813 

154,238 

186,226 

61,000 

1,676,462 



133,292 



The total public school fund of the South is now, therefore, 
about $25,000,000 annually. 



"The supreme need of the South is the improvement of the Southern 
teacher. A consolidated school with a library and a good house is only- 
dead matter until it is given life by the personality of a real teacher. 
It has often been a consolation to me when I have visited schools to 
know that the term was short. The short term is the only redeeming 
feature about the school in far too many localities." — J. E. Kirkland. 



Educational Progress.] 91 



PART VI. 

Looking to the Future, or Some Campaign 
Suggestions. 



1. Does Education Pay ? 

2. Local Taxation. 

3. Consolidation of Schools. 

4. Better School Houses. 

5. Supervision and Training of Teachers. 



"It undoubtedly appears cheaper to neglect the aged, the feeble, the 
infirm, the defective, to forget the children of this generation, but the 
man who does it is cursed of God, and the State that permits it is cer- 
tain of destruction. There are people on the face of the earth who 
take no care of the weak and infirm, who care naught for their children 
and provide only for the gratification of their own desires, but these 
people neither wear clothes nor dwell in houses. They leave God out 
of consideration in their estimate of life, and are known to us as sav- 
ages." — Charles B. Ay cock. 

"Verily I say unto you, inasmuch as ye have done it unto one of the 
least of those My brethren, ye have done it unto Me." — Jesus. 

"If we could have ten county superintendents in each Southern State, 
equal in culture and power to the best city superintendents and with 
such compensation as would permit them to devote their entire atten- 
tion to leading the people and instructing the teachers of both races 
in teachers' institutes or teachers' schools, they would not only revolu- 
tionize the schools of the counties they serve, but the example of those 
counties would influence every other community in each State." — Charles 
D. Mclver. 



92 [Facts About Southern 



1. DOES EDUCATION PAY? 

There have always been those in every community (vho 
deny that education pays the State or the individuaL The 
following short articles tell their own story, defining educa- 
tion and making it plain that education does pay both the 
State and the individual citizen, both in character and in 
money. 

EDUCATION INDUSTRIALLY PROFITABLE. 

"It is now recognized by every State of this Union and by every 
civilized nation upon the earth, that the free education of the people 
is industrially profitable to the commonwealth. The universal verdict 
of all history is, that man's power and capacity as a wealth producer 
is multiplied in direct proportion to his education and training." — 
James B. Frazier. 

EDUCATION AND PROSPERITY. 

"An ignorant people not only is, but must be, a poor people. They 
must be destitute of sagacity and providence, and, of course, of com- 
petence and comfort. The proof of this does not depend upon the les- 
sons of history, but on the constitution of nature. No richness of 
climate, no facilities for commerce, no stores of gold or of diamonds can 
confer even worldly prosperity upon an uneducated nation. Such a 
nation cannot create wealth of itself; and whatever riches may be 
showered upon it will run to waste. Within the last four centuries the 
people of Spain have owned as much silver and gold as all the other 
nations of Europe put together, yet, at the present time, poor indeed 
is the people who have less than they." — Horace Mann. 

HOW EDUCATION PAYS. 

"The question is often asked: 'Does education pay? Can a man get 
a better position, earlier in life, with a college education than without 
it?' Education is here measured by the money it enables one to get. 
The object of education is not to make money, but to make men. It 
is better for the boy to go into the factory to work, than to go to 
college and loaf. But with all the imperfections, our colleges are turn- 
ing out men and women of higher grade than ever before. Education 
takes the man as he is, and turns out the very best product possible. 
Different men need different education because of the difference in indi- 
vidualism. We could not make an Emerson out of Edison, or an Edi- 
son out of Emerson. Education is the development of the individual 
soul. 



Educational Pkogkess.] 93 

We hear industrial education contrasted with so-called higher edu- 
cation. Industrial education may be the highest education. I hold 
this to be true, that the end of education is the development of character 
and the test of character is the rendition of service. The best educa- 
tion fits a man to render the best service possible. The first service a 
man has to render to the community is to support himself. The first ser- 
vice a race lias to render to a community is to support itself. They tell 
us that eighty-five per cent, of the negroes in the black belt are ignor- 
ant, thriftless and superstitious. It is our duty to teach them to read, 
write and understand industry, that they may support themselves. The 
ignorant man is always industrially dependent. The measure of pros- 
perous industry is not that which makes money, but that which makes 
men." — Dr. Lyman Abbott. 

EDUCATION AND BUSINESS WORTH. 

"An eminent business man of the Empire State has investigated and 
then publicly declared that a grammar school education adds fifty per 
cent, to the worth of a man; a high school education a hundred per 
cent. ; and a college education three hundred per cent. We cannot select 
our ancestors, although Holmes -has suggested that such a selection 
would be very desirable; but we can do the next best thing and see 
to it that the succeeding generations have good ancestors." — Supt. Lull, 
Newport, R. /. 

HOW ILLITERACY PAYS. 

Russia is two and one-half times as large as the United 
States and Alaska, but America has fifty-three times as manj 
miles of telegraph and sends fifteen times as much mail. 

Russia stands next to the United States as a grain pro- 
ducing country, but the average laborer there gets only one- 
fourth as much wages as in the United States. 

The United States has twenty-three times as many factories 
as Russia. 

In Russia there are only ninety daily newspapers; in the 
United States there are 2,45 T. 

The United States has 210,000 miles of railways; Russia 
has only 36,000 miles of railways, two-thirds of it owned 
by the government. 

Russia's population in 1903 was 141,000,000 ; population 
of the United States, 80,000,000. 

In 1900 the United States had only six illiterate white 
persons out of every one hundred white persons ten years of 



94 [Facts About Southern 

age and over ; Russia, in 1894, had as many as sixtv-one il- 
literate male persons out of every one hundred persons over 
eighteen years of age, and a still larger percentage of female 
illiteracy. 

There must be some relation between education and pro- 
gress. 

THE IDEAL EDUCATION. 

"In an age where materialism and commercialism are rampant, it does 
devolve upon the profession to stand for the true ideals of life, and we 
know, when we think of it, that however useful money may be, the 
things that make life worth living are not money and what money will 
buy. The real things that make life worth living are character and 
culture and knowledge, and I have said that I think it devolves upon 
and is coming to be accepted by the members of the teaching profession 
to stand for its ideals and to realize them." — President Schurntan, of 
Cornell. 



Educational Peogeess.] 



95 



II. LOCAL TAXATION. 

"The taxation that goes for the tipbuilding of the public schools is the 
very freedom and liberty of the people." — Charles B. Aycock. 

"It has been too common a political doctrine that the best govern- 
ment is that which levies the smallest taxes. The future will modify 
that doctrine and teach that liberal taxation, fairly levied and properly 
applied, is the chief work of a civilized people. The savage pays no 
tax." — Charles D. Mclver. 

"The people jnust believe that it is the inalienable right of every 
child to demand and to receive the benefits of an elementary education at 
least, and that the most profitable investment of the body politic, 
measured in dollars and cents, is the tax fund invested in the brains 
and capabilities of children." — John H. Small. 

IS LOCAL TAXATION OPPRESSIVE? 

The following examples show conclusively that local tax- 
ation is not impossible or oppressive in the strictly rural 
districts of the South. 

LAFAYETTE PARISH, LOUISIANA. 

During the year 1903, Lafayette Parish, La., voted a 
local tax of thirty cents on each one hundred dollars valuation 
of property, for the benefit of its public schools. The follow- 
ing table shows how the local tax voted at that time was dis- 
tributed, as well as the increase of the school fund which 
resulted : 



Colored 



Total value of property 

Number of persons paying tax on less 

than $300 

On property assessed at from $300 to 

$500 

On property assessed at from $500 to 

$1000 

On property assessed at from $1,000 to 

$5,000 

On property assessed at more than $5,000 

Total number of tax payers 

Total State school fund. 

Total parish fund 

Total 

Amount derived from 30c local tax 

Making total parish school fund 



$2,113,000 



$137,000 



$2,250,000 



1,242 
378 
370 

396 

27 



849 

70 

29 

7 




2,091 

448 

399 

403 
27 



2,413 



955 



3,368 



15,000 
6,000 



$21,000 
6,750 



$27,750 



96 



[Facts About Southern 



Local tax increased the school fund 32 per cent., and three- 
fifths of all the tax payers pay less than 90 cents increased 
taxes. 

GUILFORD COUNTY, NORTH CAROLINA. 

The following table shows what a 30 cent local tax will 
do for the country schools of the 15 rural townships of Guil- 
ford county, jSTorth Carolina. The figures were made in 
1902. Several to"wnships of Guilford county have since 
voted such a local tax for schools. 





White 


Color'd I Total 


Total value of property 


$2,640,940 


$59,927 


$2,700,867 




Total number of polls 

Number of persons paying tax on polls 

only 

On property assessed under $300 

On property assessed from $300 to $500 . . 
On property assessed from $500 to $1,000. 
On property assessed from $1,000 to $3,000 
On property assessed over $5,000 


2,160 

349 
1,823 
550 
779 
650 
32 


426 

178 

485 

24 

13 

3 




2,686 

527 
2.308 
574 
792 
653 
32 


Total number of tax payers 


4,183 


703 


4,886 


Total school fund for 15 rural townships. 


$12,327.00 






Local tax of 90c each on 2,568 polls 
would add 

And $2,700,867 property at 30e on each 
$100 would add 


$2,327.40 
8,102.60 






Total local tax 


$10,430.00 







Such a tax would increase the present school fund 85 per 
cent., while four-sevenths of all the tax payers would pay less 
than 90 cents property tax. 

During the year 1904, Fentress township,* one of the fif- 
teen rural townships of Guilford county, voted a local tax of 
30 cents on each $100 valuation of property and 90 cents on 
each poll, being the first whole township in Guilford county 
to vote a local tax for public schools. The local tax now lev- 
ied in Fentress township has increased the school fund of the 
township 115 per cent. More than one-half of the property 
tax payers now pay annually less than 90 cents of this in- 
creased taxation. 



•Township In North Carolina; ward in I.,ouisiana; civil district in Tennessee 
magisterial district in Virginia; militia district in Georgia. 



Educational Peogress.] 97 

Morehead township, in Guilford county, was the second 
township to vote a local tax of 30 cents on each $100 worth of 
property and 90 cents on each poll. The local tax has in- 
creased the township school fund from $1,600 to $4,600. 
Since the local tax was voted in 1904, a central high school 
building of seven rooms has been erected in that township, 
and primary and grammar schools have been located for the 
convenience of the smaller children. The township proposes 
to have, beginning with September, 1905, a central high 
school which will fully prepare boys and girls for college, as 
well as a complete system of primary and grammar schools 
conveniently located for all the children. 

The above figures, then, show conclusively that local taxa- 
tion can be inaugurated in rural communities without becom- 
ing seriously oppressive to the tax payers. jSTumerous other 
instances in North Carolina, Alabama, Georgia, South Caro- 
lina, Mississippi, Louisiana, and other States, could be given 
to show that a 30 cents local school tax levied on all the prop- 
erty of the rural commimities of those States will generally 
increase the local school funds from 30 to 100 per cent., with- 
out imposing a larger amount of property tax than 90 cents 
each on a majority of those who pay taxes. Such figures as 
are given above can be made out by educational workers for 
any district, township or county where a local tax is proposed 
to be voted and will prove to be one of the most effective ar- 
giunents which can be made in favor of local school taxation, 
especially if such figures are used in connection with others 
which may be found in the foregoing tables, showing the 
present inadequate school facilities respecting school term, 
houses, skilled teachers, and proper school organization. 

NOT TOO POOR. 

Many people claim we are too poor to levy higher taxes for 
public schools. Such people may examine the following fig- 
ures from the American Grocer, with profit : 



98 



[Facts About Southern 



Annual drink bill of IJnited States, including wine, beer 

liciuor, coflee, etc $1,450,000,000 

Annual tobacco bill of United States 750,000.000 

Total I 2,200,000,000 

Annual expenditures for public schools in United States. . | 275,000,000 

The South contains one-fonrth of the population of the 
country. If we spend our per capita part of the above, we 
are spending annually the sum of $550,000,000 for liquor, 
tobacco, wine, beer, coffee and the like, while we are spending 
now in the South less than $25,000,000 annually for our 
public schools. Even if we are spending only one-fifth of 
$550,000,000 a year for these luxuries which profit nothing, 
still our bill for tobacco and drink is more than four times 
our annual expenditures for public schools. Too poor, in- 
deed ! 

LOCAL TAXATION IN UNITED STATES. 

The following table shows the percentage of the school 
funds of the several States raised by local taxation and other 
means, as well as the average length of school term in the 
several States. The figures are from the last report of the 
United States Commissioner of Education, 1902-03. 



a-a 



Maine 

New Hampshire 

Vermont 

Massachusetts 
Rhode Island . . . 
Connecticut . . . . 

New York 

New Jersey 

Peimsylvania 

Delaware 

Maryland 

Virginia 

West Virginia . . 
North Carolina. 
South Carolina . 

Georgia 

Florida 

Kentucky 



Per ct.from 
tnanent fu 


Per cent fro 
State taxe 


2.99 


26.89 


1..34 


5.32 


7.12 


13.03 


0.71 


0.83 


0.89 


7.76 


4.13 


10.51 


0.72 


10.26 


3.01 


35.78 





18.95 


28.80 


21.94 


2.05 


27.49 


2.54 


47.20 


2.17 


16.40 





80.56 





67.63 





37.38 


3.84 


10.33 





62.26 




Educational Peogress.] 



90 



Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 

Oklahoma 

Indian Territoi-y 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota . . . 
South Dakota . . . 

Nebraska 

Kansas 

Montana 

Wyoming 

Colorado 

New Mexico. . . . 

Arizona 

Utah 

Nevada 

Idaho 

Washington . . . . 

Oregon 

Colorado 

United States... 



6.49 





80.44 


13.07 


16.02 


83.80 





0.18 


10.10 


67.24 


15.96 


6.70 


5.06 


29.98 


56.85 


8.11 


29.72 


44.57 


23.36 


2.33 





33.75 


54.88 


11.37 


25.81 





69.12 


5.07 








14.04 


85.96 


1.51 


11.64 


81.36 


5.49 


0.55 


19.42 


66.76 


7.27 


4.25 


5.03 


85.87 


4.85 


3.92 


19.22 


68.94 


7.92 


2.40 


20.15 


67.45 


10.00 


17.84 


3.05 


64.18 


14.93 


2.08 





82.20 


11.72 


8.45 


12.26 


72.80 


6.49 


14.60 


16.96 


63.80 


4.64 


17.64 





78.97 


3.39 


10.94 


4.07 


66.26 


18.73 


8.51 





88.36 


3.13 


8.98 


38.60 


45.79 


6.63 


14.83 





76.53 


8.64 


3.43 


22.26 


59.67 


14.64 


2.73 


65.32 





31.95 





6.93 


71.71 


21.36 





28.66 


61.32 


10.02 


52.32 


4.64 


43.03 


0.01 


5.38 





56.10 


38.52 


51.36 


6.00 


46.53 


2.11 


7.88 





86.92 


5.20 


2.31 


44.69 


50.89 


2.11 


4.81 


16.08 


69.04 


10.07 



96 
103 
123 
130 
116 

92 

81) 
159 
165 
146 
160 
165 
166 
159 
160 
144 
150 
129 
138 
126 
107 
110 
153 

88 
128 
151 
156 
124 
116 
158 
176 
147 



'No community is poorer in average wealth by levying a 
local tax on its own property to be expended on its own 
schools. The teachers will spend most of their salaries in 
the community, and local mechanics will spend at home what 
is paid them for the erection of buildings. The increased 
capacity of the children for future usefulness would, how- 
ever, more than pay the increased tax were all of it to be 
expended outside of the community. And, besides, local tax- 
ation somehow gives the people of every community which 
levies such a tax an increased interest in their schools. 



100 [Facts About Southern 



III. CONSOLIDATION OF SCHOOLS. 

"No radical improvement can be made in our rural schools except by 
a judicious consolidation of two or more weak schools into one strong 
one, and the employment of more teachers which such consolidation 
will make possible. When the masses of the people realize that the 
same two teachers can do double work if their schools are thrown to- 
gether, then they will be willing and ready for any reasonable plan for 
consolidation. — Supt. R. E. yicholso7i, Anderson County, South Carolina. 

EXAMPLES OF CONSOLIDATION. 

Rockingham County, Va. — This county lias consolidated 
all its small rural schools into 30, with two to ten teachers in 
each school. Each school has been made a graded school. 
High school facilities as one result are now offered to all 
pupils in the county who will avail themselves of the oppor- 
tunity. 

Duval County, Fla. — Duval county is engaged in consoli- 
dating its 45 rural schools into 15. It has been found that 
one consolidated school can be conducted cheaper than three 
separate schools, even after transporting all pupils who live 
more than one and one-half miles from the consolidated 
school. Consolidation enables the country children to have 
an eight months' school term, where before the term was only 
five months. Ample equipment has also been provided for 
all the fifteen country schools, making every country school 
in Duval county as good as the city school of Jacksonville, 
the county seat of Duval county. 

Durham County, N. C. — During 1902, three school dis- 
tricts and schools in Mangum to\vnship, Durham county, 
were consolidated into one school and district, with the fol- 
lowing results : 

I. — Salary of teachers before consolidation : 

1. Salary of teacher District 1 — $35.00 per month. 

2. Salary of teacher District 2 — $35.00 per month, 

3. Salary of teacher District 3 — $35.00 per month. 



Educational Pkogress.] 



101 



II. — Length of school term before consolidation: 

1. Term in District 1 — 6 months. 

2. Term in District 2 — 6 months. 

3. Term in District 3 — 6 months. 

III. — Average daily attendance before consolidation: 

1. Average daily attendance in District 1 — 15. 

2. Average daily attendance in District 2 — 16. 

3. Average daily attendance in District 3 — 24. 

IV. — Result of consolidation : 

1. Total salary of two teachers, $100 per month, saving 
$5.00 a month for salary and increasing the salaries of the 
teachers employed $15 per month each, making them $50 
instead of $35. 

2. Length of term 7 months, instead of 6 months. 

3. Average daily attendance 80 for 7 months, intsead of 
55 for 6 months, out of an enrollment of 113 pupils. 

4. Three poor school houses abandoned ; one neat comfort- 
able school house erected to take the place of three unsanitary 
and uncomfortable houses; greatly increased interest on the 
part of parents in the education of their children; a good 
graded country school ; no extra cost for the transportation of 
pupils. 

Caldwell County, N. C. — On December 17, 1904, two dis- 
tricts were consolidated at Granite Falls, Caldwell coimty, 
with the following results: 



Before 
consolidation 



Enrollment 

Average daily attendance 

Number of teachers 

Average monthly salary of teachers 

Value of school houses 

Value of equipment 

Amount of funds raised by local taxation.. 

Length of school term 

Distance of farthest child from school 

Distance of majority of children from 

school 

Number of children more than two miles 

from school 



130 

54 

3 



$400.00 

50.00 



^Mi months 

1% miles 

% mile 



After 
consolidation 



256 

130 

6 



$2,300.00 
200.00 
954.00 
7 months 
3 miles 

1% miles 



102 



[Facts About Southern 



Consolidation has very materially increased the school fa- 
cilities of the above community, resulting in local taxation, 
the gradation and classification of the school, and also in 
providing a richer and more comprehensive course of study. 



CONSOLIDATION IN PITT COUNTY, N. C. 

1. Bethel No. J^. — -(Number of districts consolidated, 3). 



102 
60 
1 in eacli 



$27.50 

50.00 
30.00 



4 months 
1% miles 

1 mile 



203 
182 
4 
Supt. $75.00 
3 teachers 
$30 each 
1,200.00 
400.00 



Enrollment 

Average daily attendance 

Number of teachers 

Average monthly salary of teachers . . . 

Value of school hovises (each) 

Value of equipment ( each ) 

Amount of funds raised annually by local 

taxation 

Length of school term 

Distance of fartliest child from school . . 
Distance of majority of children from 

school 

Number of children more than two miles 
from school 

II. Swift Creek, No. 1 District. — (ISTumber of districts 
consolidated, 21/^). 



Before 
consolidation 



After 
consolidation 



600.00 
8 months 
2% miles 



11/4 miles 



20 



Before 
consolidation 



After 
consolidation 



Enrollment 

Average daily attendance 

Number of teachers 

Average monthly salary of teachers 

Value of school houses (each) 

Value of equipment 

Amount of funds raised by local taxation. 

Length of school term 

Distance of farthest child from school . . . . 
Distance of majority of children from 

school 

Number of children more than two miles 

from school 



52 

31 

2 

$27.50 

150.00 

50.00 



4 months 

1% miles 

1 mile 



115 

90 

3 

$35.00 

1,500.00 

275.00 



6 months 

2% miles 



Wo miles 



11 



Thirteen small weak districts in Pitt county have been 
consolidated into five strong districts, all reporting results 
similar to the above. 



Educational Progress.] 103 

Instances like the above might be multiplied, but those 
given are sufficient to show the following advantages : 

1. That school consolidation usually results in a broader 
and more comprehensive course of study and a longer school 
term. 

2. That consolidation always brings better organization 
and gradation of hitherto weak and indifferent schools, as 
well as better school houses and equipment. 

3. That consolidation enables conmiunities to secure bet- 
ter teachers for the children by means of higher salaries and 
longer school terms. 

■i. That consolidation results in an increased daily average 
attendance, showing a greater interest on the part of the 
parents and the children in all that the school stands for. 

5. That consolidation of schools has, in iSTorth Carolina, 
and almost everywhere else in the South where it has been 
tried, resulted in the levying of an additional local tax for 
tlie support of the schools. Consolidation has, therefore, not 
usually decreased the cost of the schools, but it has so aroused 
local interest that the people are generally willing to pay 
more than ever before for the education of the children. 

Of course, under certain conditions, consolidation would 
mean a saving of money, as in the case of Duval county, 
Florida. But, as a rule, the amount of money available for 
schools is too small already to urge consolidation on the 
ground of a decrease of expense. The other considerations 
given above are, however, sufficient to induce all right think- 
ing people to adopt the plan of having fewer schools. After 
all the gTeat advantage of consolidation is to be obtained in 
the increased efficiency of the school room work ; two good 
teachers in one school working under favorable conditions 
being able to do more effective work than four teachers work- 
ing apart in small one-teacher schools with no adequate equip- 



104 [Facts About Southeek 

ment and each attempting to teach at least seven grades of 
the elementary school course. 

As has already been pointed out, consolidation does not 
necessarily mean the free transportation of pupils at public 
expense. A great deal of effective consolidation can be done 
in the South vtdthout resort to transportation, as can be seen 
by some of the examples given above. 



Educational Progress.] 105 



IV. BETTER SCHOOL HOUSES. 

The need of better country school houses and school equip- 
ment has already been pointed out, also the average value of 
the country school houses of the South has been referred to. 
Several Southern States have gone about this part of our 
educational problem in earnest. What they are doing is 
worthy of note as indicating what direction future efforts 
at school house improvement should take. 

SOUTH CAROLINA PLAN. 

South Carolina authorizes the county boards of education 
to duplicate any amount raised by a school district for build- 
ing better school houses. The district may raise money by 
private donation, by local taxation, or by any other means, 
assured that whatever amount is raised will be duplicated 
by public funds. The only restriction upon district action 
is that the houses built be built after plans and specifications 
approved by the State board of education. 

THE NORTH CAROLINA PLAN. 

jS'orth Carolina authorizes county boards of education to 
set aside each year from seven and one-half to twenty per 
cent, of the county school funds to be used in the erection of 
school houses. The per cent, of the county school fund to 
be thus used varies according to the amount of the fund. 
The part of the fund set aside for building houses is called 
the '^'Building Fund." No district can share in the building 
fund which does not provide by local effort or out of the dis- 
trict school funds one-half as much as it asks for. The dis- 
trict may raise the building funds by local taxation, by pri- 
vate donation, or otherwise. All houses must be erected after 
plans and specifications approved by the State Superintendent 
of Public Instruction. Districts may also borrow funds from 
a "School House Loan Fund" of $250,000, set aside by the 
State for the purpose. In order for a district to borrow 



106 [Facts About Southern 

money from this loan fund, it must erect a school house after 
plans approved by the State superintendent. The district 
must also raise one-half the cost of the building to be erected, 
which cost may be provided for out of the district funds, 
out of the county building fund, by local taxation, or by other 
means. The loan must be repaid in ten equal annual install- 
ments, the money loaned bearing four per cent, interest. The 
loan fund thus provided by the State becomes a perpetual 
fund for the encouragement of school house betterment. 
From the records in the office of the State superintendent it 
has been found that tJie aggregate value of all the buildings 
so far erected by the aid of the loan fund is about three times 
the amount loaned, although a value only twice the value of 
the loans would have met the requirements of the law. 

LOUISIANA PLAN. 

School houses may be erected out of the ordinary school 
funds, or parishes (counties), wards (townships), or school 
districts may levy a local tax to run for a certain number of 
years, the proceeds of which may be used for the erection of 
the necessary school buildings in the parish, ward, or district 
voting such local tax. 



Educational Progress.] 107 



V. SUPERVISION AND TRAINING OF 
TEACHERS. 

The supervision of the coiintrj schools and the efficient 
training of those who teach in those schools are as vital a 
part of the school problem of the South today as is that part 
of the problem which looks to the provision of more adequate 
school funds. The country school fund of North Carolina is 
now more than $1,500,000 a year, about $16,000 on an aver- 
age, for each of the 97 counties. Sixteen thousand dollars 
represents an investment of $160,000 yielding ten per cent. 
annually. The counties now pay for the supervision of the 
expenditure of this fund about $500 a year, on the average. 
The business proposition is a simple one. ISTo business enter- 
prise of any kind, representing an invested capital of $160,- 
000 pays its manager only $500 a year to attend to the plant 
and see that it yields a profitable dividend on the investment. 
There are numbers of I^orth Carolina cotton mills which rep- 
resent an investment of less than $100,000 which pay their 
superintendents three and four times $500 a year. Think of 
a bank with $160,000 capital paying its president or cashier 
$500 a year ! Such a thing never happens in the business 
world. The teclmical skill and education required to make 
paying dividends in mental, moral and physical efficiency for 
the State on the capital invested in the schools of a county 
is certainly as great as that skill required of cotton mill su- 
perintendents and bank officers. In fact, the successful school 
superintendent must have spent many more years at greater 
expense for training than is required of a man who has to 
deal with dead matter only. It is no reflection to say that no 
trained school men can be hired for $500, any more than to 
say that no trained cotton mill superintendents and trained 
bank presidents or cashiers can be hired for $500 a year. 

The trained man, if he is serving as county superintendent 
on $500 a year, is largely engaged in some other occupation 



108 [Facts About Southern 

from which he largely gets his living. Here again the busi- 
ness world acts more wisely than those who have charge of the 
training of the children of the State. The directors of a cor- 
poration do not hire men for half time, nor do banks employ 
school teachers to conduct their affairs. But the people of a 
county will oftentimes employ law^^ers, preachers, doctors, 
and men of other professions to look after their schools, with 
no thought of the disaster which such action must mean to 
the interests of the efficient training of the children, though 
the same men would be quick to resent placing their money 
at the mercy of a bank officer for investment when the officer 
belonged to another profession or was spending his best 
thought and talent on some business other than banking. 

What is true of ]^orth Carolina conditions is true of all 
the Southern States. 

The importance of the office of county superintendent may 
be understood when his duties are stated. He must neces- 
sarily be a teacher. He should be a teacher who thoroughly 
understands modern educational theorj' and practice, for he 
must be the director and leader of the teachers of the children 
of the county. He must be able to make and plan courses of 
study for the schools; he must also know how best to organ- 
ize the county schools so as to prevent the waste of the chil- 
dren's time and opportunity. And, not only so, he must 
know, in a word, how to direct, inspire, and train his teachers 
and all the people so that the school funds will not be wasted, 
but will yield the best possible dividend. The importance of 
having in each county a trained superintendent will appear 
still more forcibly when it is remembered that, at least, nine- 
tenths of all the country public school teachers of the South 
today have had absolutely no technical training for teaching. 
Most of these teachers are placed in charge of the children 
and they go about their work without definite direction as to 
what to teach, how to teach, or how to organize their schools. 
Any other business so conducted would stare the bankruptcy 
court in the face inside of two months. And if many of our 



Educational Pkogress.] 109 

schools are bankrupt so far as results are concerned the reason 
is in what has just been said. 

The small salaries of Southern country teachers have been 
referred to elsewhere. Of course, such salaries cannot com- 
mand skilled teachers. If the county superintendent is not 
capable of taking the imskilled and immature men and 
women who must therefore necessarily now be employed to 
teach the schools and direct and train them, then the future 
generation of men and women must charge the present gen- 
eration with careless indifference and lack of sincerity when 
it professes its friendship for the country public schools, 
which train at least 80 out of every 100 of our future men 
and women so far as schools can train them; for it must ap- 
pear to any one who will consider this problem a moment that 
there is no other way by which the children's present teachers 
can be made in any degree efficient without at least requiring 
that the man charged with educational leadership be a real 
leader, expert and capable to direct the education of children 
under the adverse circumstances which every one must recog- 
nize as existing. 

The country public high school, so organized as to reach 
the life of every county and township is, perhaps, the only 
other agency which can in any degree aid in solving the prob- 
lem of better trained teachers for the elementary country 
schools. The normal school graduates generally, under pres- 
ent conditions as to salary and length of term, do not teach the 
country schools — they cannot afford to do so. And the country 
public high school is yet to be developed in the South. Florida 
has only begun high school development and was the first 
Southern State to enact a high school law, with State aid as 
a feature. 

Recently, JSTorth Carolina enacted a law authorizing 
townships to levy a public high school tax and also author- 
izing any towmship to organize a public high school where 
sufficient public funds were available, under such rules and 
regulations as to courses of study as the State superintendent 



110 [Facts About Southern 

shall prescribe. Louisiana, Tennessee, Mississippi, Arkansas, 
and Texas already have sufficiently flexible school laws as will 
permit the organization of high schools. But it is within 
the exact truth to say that the country public high school 
in the South is yet to come, together with all that such schools 
would mean in the way of better trained and more efficient 
teachers for the country schools. Indeed, the teacher training 
phase of this high school problem is not the most important, 
perhaps, but it is an important reason for the development of 
such schools, aside from the reason that our civilization de- 
mands that the country children who exhibit any aptitude for 
particular lines of usefulness in the elementary schools should 
be given an equal opportunity with the town children to have 
such aptitudes developed ; should be given such instruction in 
useful branches of knowledge as will enable them better to 
aid in solving the manifold problems that vitally concern the 
country life of which they are to be a part. 

Wisconsin has begun to solve this problem by establish- 
ing county agricultural high schools by means of a plan of 
mutual co-operation between the county and the State. These 
schools all adapt their courses of study to the industrial life 
of the localities in which they are situated, at the same time 
not neglecting those studies which the experience of mankind 
has shown to be necessarily a part of the proper education of 
men and women everywhere. It would seem that such high 
schools are now possible for the country districts of the South. 
Such schools along with trained county superintendents ought 
to do much in the solution of our complex educational prob- 
lem. 



Educational Progkess.] 



Ill 



APPENDIX. 



CONTENTS: 

I. Total persons engaged in gainful occupations, 10 years of age 

and over, 1900, United States and the South. 
11. White population engaged in gainful occupations, 1900. 
111. Colored population engaged in gainful occupations, 1900. 
JV. Child labor in 1900, United States and the South. 

V'. White child labor and illiteracy, 1900. 
VI. Colored child labor and illiteracy, 1900. 

VII. White and negro population of United States, 1790 to 1900. 
VI n. Kentucky school statistics. 

1. Population and rank, 1790-1900. 

2. Valuation of pro])erty, 1850-1900. 

3. Rural and town population, 1900. 

4. Relation of white to negro population, 1900. 

5. Illiteracy, 1880-1900. 

6. Voters and illiteracy, 1900. 

7. Constitutional provisions. 

8. Rural school statistics, 1902-03. 

9. Citv school statistics, 1902-03. 



TOTAL PERSONS ENGAGED IN GAINFUL OCCUPATIONS TEN 
YEARS OF AGE AND OVER, 1900. 







pula- 
jears 
nd over 

jopula- 
years 
nd over 


rsons 
1 in 
occupa- 








a 










•a 




•5 a 




^ C ^ 


•5 gj.5 c 


o 







4J 


^- 


^ s •*- 


■J:; a <s .2 


X 

^ 



O 


U. S 


76,303,387 


51,250,918 


6,425,581 


29,287,070 


25,035,727 


4,251,343 


Va 


1.854,184 


885,037 


478,921 


662,415 


394,128 


268,287 


N. C 


1,893,810 


904,978 


437,691 


716,742 


448,031 


268,711 


S. C 


1.340,316 


404.800 


537,398 


570,995 


207,768 


363,127 


Ga 


2,216,331 


853,029 


724,096 


864,471 


398,436 


466,035 


Fla 


528,542 


216,510 


168,586 


201,570 


99,951 


101,619 


Ala 


1,828,697 


714,883 


589,629 


763,188 


356,327 


406,861 


Miss. . . . 


1,551,270 


458,467 


638,646 


645,123 


218,119 


427,004 


La 


1.381,625 


524,753 


464,598 


536,093 


239,994 


296,099 


Tex 


3,648,710 


1,725,030 


437,610 


1,033,033 


788,954 


244,079 


Ark 


1,311,564 


670,409 


263,808 


485,795 


322,584 


163,211 


Tenn. . . . 


2,020,616 
18,795,565 


1,125,968 


354,833 


727,587 
7,266",9T2 


515,719 
~3,9'90,0lT 


211,868 


The South 


8,483,944 


5,095,916 


3,216,901 



112 



[Facts About Southern 



CoNCLusioisrs. — It will be observed that 48.8 per cent, of 
the white population of the United States, 10 years of age 
and over, was engaged in gainful occupations in 1900 ; in the 
South 47 per cent, of the white population, 10 years of age 
and over, was so engaged in 1900. 

It will also be observed that 66.1 per cent, of the colored 
population of the United States, 10 years of age and over, 
was engaged in gainful occupations in 1900 ; in the South 
63.1 per cent, of the colored population, 10 years of age and 
over, was so engaged in 1900. 

Details for the several Southern States will be found in 
the following tables. 



WHITE POPULATION ENGAGED IN GAINFUL OCCUPATIONS, 

1900. 





ion 


o 


2 a <fl 

C u 3 

O u o 


on 10 

er not 

occu- 


o be 2 3 '0 


.1 ii 




-M 


'i 


'"S 


cs t2 




^<2 




"p 


3 -a 


"^ nS 


3 -o .5 


a si 
'r a.o.'^ 


3 




a. 


ft c 


p, c c 


a s cs 


aS^ 3^"" 


a M 







=s 


tS c 


« be 


oj^o a i/ 


° ^ 




a 


a V 


a j< "5 


a V 


S 2 y+j bo 


a *^ 




i> 


V bf 


o wi be 


jj be c 


•;:'o°5 -"^ 


^ >. 




+j 


■ij Cj 


-4-) ^ 


-u rt ■" 


'^ fll ^m "*-* f^ 






X 

^ 


1 whi 
rs of; 


1 whi 
rs of 
ed in 

IS 


Iwhi 
rs of i 
aged 
ions 

ent w 
ge ai 
ainfu 
ct.of 
<-rs. o 


1 whi 
er lU 




"3 


<a d 


ca oj- bi c 


"i cs be -*-' 


■-^ aUu 


r^ Tj 







P >> 


P >, bd +^ 


o J' 13 S 




5 




{- 


h^ 


b' 


tH 


Q, " 




r' 












Tir 


(2)" 




u. s.... 


66,990,788 


51,250,918 


25,035,727 


26,215,191 


48.8 


23.5 


15,739,870 


Va 


1,192,855 


885,037 


" "'394,128 


490,909 


44.5 


25.8 


30 7^8 18 


N. C... 


1,263,603 


904,978 


448,031 


456,947 


49.5 


28.3 


358,625 


S. C 


557,807 


404,860 


207,768 


197,092 


51.0 


27.4 


152,947 


Ga 


1,181,294 


853,029 


398,436 


454,593 


46.7 


27.7 


328,265 


Fla 


297,333 


216,510 


99,951 


116,559 


46.1 


27.1 


80,823 


Ala. . . . 


1,001,152 


714,883 


356,327 


358,556 


49.8 


28.5 


286,269 


Miss. . .. 


641,200 


458.467 


218,119 


240.348 


47.5 


28.4 


182.733 


La 


729,612 


524,753 


239,994 


284,759 


45.7 


28.0 


204,859 


Texas . . 


2,426,669 


1,725,030 


788,954 


936,076 


45.7 


28.8 


701,639 


Ark. ... 


944,580 


670,409 


322,584 


347,825 


48.1 


29.0 


274,171 


Tenn. . . 


1,540,186 


1,125,968 


515,719 


610,249 


45.7 


26.8 
2779 


414,218 


South .. 


11,776,291 


8,483,944 


3,990,011 


4,493,933 47.0 


3,292,347 



1. l^orth Carolina, South Carolina and Alabama are the 
only Southern States whose percentage of white population 
engaged in gainful occupations is as high as the average for 
the country at large. 



Eduoationai. Progress.] 



113 



2. Every Southern State had more white children under 
ten years of age than the average for the country. 



COLORED POPULATION ENGAGED IN GAINFUL OCCUPA- 
TIONS, 1900. 





Total colored population 


Total colored population 
10 years of age and over 

Total colored population 
10 years of age and over 
engaged in gainful occu- 
pations 


Total colored population 
10 years of age and over 
not engaged in gainful 
occupations 


Per ct. colored pop. 10 yrs. 
of age and over engaged 
in gainful occupat'ns.and 
per ct. of total pop.imder 
10 yrs. of age (1 and 2) 


Total colored population 
under 10 vears of age 


u. s 


9,312,599 


6,425,581 


4,251,343 


2,174,238 


(1) 
66.1 


(2) 
31.0 


2,887,018 




Va 


661,329 
630,207 
782.509 
1,035,037 
231,209 
827,545 
910,070 
652,013 
622.041 
366,984 
480,430 


478,921 
437,691 
537,398 
724,096 
168,586 
589,629 
638,646 
464,598 
437,610 
263,808 
354,833 


268,287 
268,711 
363,127 
466,035 
101,619 
406,861 
427,004 
296,099 
244,079 
163,211 
211,868 


210,634 
168,980 
174,271 
258,061 
66,967 
182,768 
211,642 
168,499 
193,531 
100,598 
142,965 


56.0 
61.4 
67.5 
64.3 
60.2 
69.0 
67.1 
63.7 
55.7 
61.8 
59.7 


29.0 
30.5 
31.3 
30.0 
27.0 
28.7 
29.8 
28.7 
29.6 
28.1 
26.1 


182,408 


N. Car 

S. Car 

Ga 


192,516 
245,111 
310,941 


Fla 

Ala 

Miss 

La 


62,623 
237,916 

271,424 
187,415 


Tex 

Ark 

Tenn 


184,431 
103,176 
125,597 


The South.... 1 7, 199,374 


5,095,916 


3,216,901 


1,879,015 


63.1|29.2 


2,103,458 



114 



[Facts About Southern 



CHILD LABOR IN 1900. 





6 

a 



a 



P. J, 

.■s ^ 
2 >" 

CO 

t, 


Total colored population 10-14 
years of age 


Total children employed in gain- 
ful occupations 10-14 years of 
age — white 


Total children employed in gain- 
ful occupations 10-14 years of 
age — colored 

Total children employed in gain- 
ful occupations 10-14 years of 
age — both races 


g 

»i.2 

U -M 

■S.2 

So. 
^§ 




«.2 

?^ 
•a .a 

.•= a! 

•a be 
'wa 

Si 


United States . 
Males . . . 
Females . 


6,967,019 
3,523,378 
3,443,641 


1,124,932 
565,940 

558,992 


1,229,263 
941,986 

287,777 


522,924 
324,064 
198,860 


1,752,187 

1,266,050 

486,137 


17.6 


46.3 


Virginia 


135,184 
68,757 
66,427 


85,653 
42,760 
42,893 


28,000 

24,858 

3,142 


27,745 

19,793 

7,952 


55,745 
44,651 
11,094 


20.7 


S"? 4 


Males . . . 
Females 




North Car. . . . 
Males . . . 
Females . 


153,295 

78,318 
74,977 


82,030 
41,118 
40,912 


64,657 
48,989 
15,668 


45,750 
28,997 
16,753 


110,407 
77,986 
32,421 


42.2 


55.7 


South Car. . . . 
Males . . . 
Females . 


67,369 
34,501 
32,868 


106,994 
54,196 

52,798 


28,582 
18,572 
10,010 


66,698 
37,791 
28,907 


95,280 
56,363 
38,917 


42.2 


62.3 


Georgia 


. 143,321 
73,235 
70,086 


134,544 
67,967 
66,577 


43,470 

34,122 

9,348 


70,494 
43,340 
27,154 


113,964 
77,462 
36,502 


33.3 


5^ 4 


Males . . . 
Females . 




Florida 


34,568 
17,732 
16,836 


26,407 
13,267 
13,140 


6,440 

5,503 

937 


8,963 
5,778 
3,185 


15,403 

11,281 

4,122 


18.6 


33 9 


Males . . . 
Females . 




Alabama 


122,783 
62,502 
60,281 


105,952 
53,734 
52,218 


51,436 
39,520 
11,916 


71,217 
41,469 
29,748 


122,653 
80.989 
41,664 


41.8 


67 ?. 


Males . . . 
Females . 




Mississippi . . . 
Males . . . 
Females 


78,869 
40,495 
38,374 


118,849 
60,475 

58,374 


26,493 

21,743 

4,750 


71,516 
42,163 
29,353 


98,009 
63,906 
34,103 


33.6 


60.1 


Loiiisiana .... 
Males . . . 
Females . 


86,513 
43,866 
42,647 


82,872 
41,707 
41,165 


18,314 

14,637 

3,677 


42,733 
24,983 
17,750 


61,047 
39,620 
21,427 


21.1 


51.5 


Texas 


300,411 

152,785 
147,626 


82,766 
41,698 
41,068 


63,285 

53,956 

9,329 


28,286 

19,648 

8,638 


91,571 
73,604 
17,967 


21.0 


34 1 


Males 
Females 






Arkansas 
Males 
Females 




119,760 
61,024 
58,736 


46,721 
23,310 
23,411 


39,114 
33,857 

5,257 


25,954 
15,890 
10,064 


65,068 
49,747 
15,321 


32.6 


55.5 


Tennessee 




184,424 
94,580 
89,844 


59,349 
29,912 
29,437 


51,972 

47,213 

4,759 


24,390 

16,498 

7,892 


76,362 
63,711 
12,651 


28.1 


40 9 


Males 
Females 






The South. 
Males 
Females 




1,426,497 
727,795 
698,702 


932,137 
470,144 
461,793 


421,763 

342,970 

78,793 


483,746 
296,350 
187,396 


905,509 
639,320 
266,189 


28.7 


51.8 



Educational Progress.] 



115 



WHITE CHILD LABOR AND ILLITERACY, 1900. 



WHITE 



P o 






a 5 



O O cS 

" to 

■M C n 



Virginia 

North Carolina 
South Carolina 

Georgia 

Florida 

Alabama 

Mississippi . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 

The South... TT 



98,160 
175,907 

54,719 
101,264 

19,184 
104.883 

36,844 

96,551 
146,487 

77,160 
159,086 



12,258 
25,444 

9,996 
14,923 

2,478 
18,804 

6,156 
14,513 
20,819 
13,256 
21,473 



1,070,2451160,120 421,763 



28,000 
64,657 
28,582 
43,470 
6,440 
51,436 
26,493 
18,314 
03,285 
39,114 
51,972 



13,197 
24,172 

9,508 
13,508 

2,132 
14,992 

4,964 
16,167 
21,333 
10,178 
20,893 



25,455 
49,616 
19,504 
28,431 
4,610 
33,796 
11,120 
30,680 
42.152 
23,434 
42,366 



151,044 311,164 



26 
28 
34 
28 
24 
32 
30 
32 
29 
30 
27 
30 



It will be observed that the total illiterate white popula- 
tion of the South, 10 to 14 years of age, was 160,120 in 1900. 
The total number of white children 10 to 14 years of age 
employed in gainful occupations in that year was 421,763. 
Note that 160,120 is 37.9 per cent, of 421,763 ! At least 
37.9 per cent, of those employed in gainful occupations, 10 
to 14 years of age, are thus kept from school. 



116 



[Facts About Softheen 



COLORED CHILD LABOR AND ILLITERACY, J900. 



COLORED 



s =^ 



■'- o 






S 5 



M) , A 



5 « 2 ;: s 



— o 



>,\ - o 



o o 



Virginia 

North Carolina 
South Carolina 

Georgia 

Florida 

Alabama 

Mississippi . . . 

Louisiana 

Texas 

Arkansas 

Tennessee 

The South 



213,960 
210,344 
283,940 
379,156 
65,101 
338,707 
314,617 
284,594 
167,531 
113,495 
147,844 



22,354 
25,746 
41,540 
48,406 
5,911 
47,268 
38,178 
41,178 
14,672 
13,716 
14,902 



27,745 
45,750 
66,698 
70,494 
8,963 
71,217 
71,516 
42,733 
28,286 
25,954 
24,390 



26,971 
29,642 
51,212 
55,958 
8,316 
52,520 
46,166 
45,796 
18,980 
14,310 
18,190 



49,325 
55,388 
92,752 
104,364 
14,227 
99,788 
84,344 
86,974 
33,652 
28,026 
33,092 



23 
26 
33 

27 
22 
29 
27 
35 
20 
25 
22 



2,519,289 



318,871 483,746 



368,061 



681,932 



27 



WHITE AND NEGRO POPULATION OF U. S., I790-I900. 



■ 
YEAR 


Total popu- 
lation 







-M 


C 
u V 

V a 
Pu 


1900 


76,303,387 

63,069,756 

50,155,783 

38,558,371 

31,443,321 

23,191,876 

17,069,453 

12,866,020 

9,638,453 

7,239,881 

5,308,483 

3,929,214 


66,990,788 

55,166,184 

43,403,400 

33,589,377 

26,922,537 

19,553,068 

14,195,805 

10,537,378 

7,866,797 

5,862,073 

4,306,446 

3,172,006 


8,840,789 
7,488,788 
6,580,793 
4,880,009 
4,441,830 
3,638,808 
2,873,648 
2,328,642 
1,771,656 
1,377,808 
1,002,037 
757,208 


87.8 
87.5 
86.5 
87.1 
85.6 
84.3 
83.2 
81.9 
81.6 
81.0 
81.1 
80.7 


11 fi 


1890 


n 9 


1880 


n 1 


1870 

1860 


12.7 
14 1 


1850 


ll? 


1840 


16 8 


1830 


18 1 


1820 

1810 

1800 


18.4 
19.0 
18 9 


1790 


19 S 







Educational Pkogress.] 



117 



KENTUCKY SCHOOL STATISTICS. 



POPULATION AND RANK AS TO POPULATION, I790-I900. 



YEAR 


Popula- 
tion 


a 

OS 


1900 


2,147,174 

1,858,635 

1,648,690 

1,321,011 

1.155,684 

982,405 

779.828 

687,917 

564,317 

406,51] 

220,955 

73,677 


12 


1890 


11 


1880 


8 


1870 


8 


I860 


9 


1850 


8 


1840 . . 


6 


1830 


6 


1820 


6 


1810 


7 


1800 


9 


1790 


14 







There are 119 counties in Kentucky. The land area is 
40,000 square miles, the water area 400 square miles. In 
1000 there were 53.7 persons to each square mile. 

VALUATION OF PROPERTY, J850-I900. 



1850 
1860 
1870 
1880 
1890 
1900 



$ 301,628,456 

666,043,112 

604,318,552 

902,000,000 

1,172,232,313 

1,699,736,854 



$307 
576 
457 
547 
631 
792 



RURAL AND TOWN POPULATION, J900. 

Total population, 2,147,174. 
Number of incorporated towns, 354. 

Aggregate population of incorporated towns, 635,320; percentage in 
towns, 29.6. 

Number of towns 25,000 and over 4; population 302,339 

Number of towns 8,000 to 25,000 5 ; population 60,620 

Number of to\^Tis 4,000 to 8.000 11 : population 60.R8' 

Number of towns 2,500 to 4,000 14 ; population 44,022 

Number of towns 1,000 to 2,500 48; population 71.243 

Number of towns under 1,000 272; population 96.409 



118 [Facts About Southern 

Population living in towns 635,320 

Population not living in towns 1,511,854 

Percentage of population living in towns 29.6 

Percentage of population not living in towns 70.4 

RELATION OF WHITE TO NEGRO POPULATION, 1900. 

Total white population 1,862,309 

Total negro population 284,706 

All others 1,159 

Total 2,147,174 

Percentage of total population, white 80.7 

Percentage of total population, negro 13.3 

Increase in white population, 1890 to 1900 271,847 or 17.1% 

Increase in negro population, 1890 to 1900 16,635 or 6.2% 

ILLITERACY, 1880-1900. 

I. Illiteracy of total population : 

(a) 1880— 

Total jjopulation, 10 years of age and over 1,163,498 

Total illiterate population, 10 years of age and over. .. 348,392 
Percentage illiterate 29.9 

(b) 1890— 

Total population, 10 years of age and over 1,360.031 

Total illiterate population, 10 years of age and over. . 294,381 
Percentage illiterate 2 1.6 

(,c) 1900— 

Total population, 10 years of age and over 1,589,685 

Total illiterate population, 10 years of age and over. . . 262,954 
Percentage illiterate 16.5 

Decrease in general illiteracy, 20 years 13.4 

II. Illiteracy of negro population: 
(a) 1880— 

Total negro population, 10 years of age and over 190,223 

Total illiterate negro pop., 10 years of age and over. . 133,895 
Percentage illiterate 70.4 

(hi 1890— 

Total negro population, 10 years of age and over 197,689 

Total illiterate negro pop., 10 years of age and over. . . 110,530 
Percentage illiterate 55.9 

(c) 1900— 

Total negro population, 10 years of age and over.. .. 219,843 
Total illiterate negro pop., 10 years of age and over. . 88,186 
Percentage illiterate 40.1 

Decrease in negro illiteracy, 20 years 30.3 



Educational Progkess.] 119 

III. Illiteracy of white population: 

(a) 1880— 

Total white population, 10 years of age and over 973,275 

Total white illiterates, 10 years of age and over 214,497 

Percentage illiterate 21.9 

(b) 1890— 

Total white population, 10 years of age and over .... 1,162,342 

Total white illiterates, 10 years of age and over 183,851 

Percentage illiterate 15.8 

(e) 1900— 

Total white population, 10 years of age and over 1,369,842 

Total white illiterates, 10 years of age and over 174,768 

Percentage illiterate 12.8 

Decrease in white illiteracy, 20 years 9.1 

IV. School age illiteracy, 10 to 19 years of age, 1900: 

(a) Native white population. 10 to 14 204,863 

Illiterates, 10 to 14 16,200 

Percentage illiterate 8.0 

(b) Native white population, 15 to 19 181,587 

Illiterates, 15 to 19 17.200 

Percentage illiterate 9.5 

f c) Negro population, 10 to 14 33.155 

Illiterates, 10 to 14 4,952 

Percentage illiterate 14.9 

(d) Negro population, 15 to 19 31.333 

Illiterates, 15 to 19 , 5,989 

Percentage illiterate 19.1 

VOTERS AND ILLITERACY, 1900. 

In 1900 there were 469,206 white males of voting age in 
Kentucky, 65,517 of whom could not read and write, or 13.9 
per cent. There were 74,728 negro males of voting age, 36,- 
990 of whom were illiterate, or 49.5 per cent. Thirty-eight 
Kentucky counties in 1900 had more than 20 illiterate white 
voters out of every 100 white voters. The following tables 
give these counties, the total number of white voters in each, 
the number illiterate, and the percentage illiterate. 



120 



[Facts About Southern 



COUNTY 


CO 

u 

<u 
+J 


> 

2 


Illiterate 
white voters 


M 

V u 


Lewis 


4,477 
4,471 
1,478 
3,193 
2,582 
3,378 
2,879 
3,084 
2,787 
1,875 
4,180 
3,568 
2,178 
3,220 
4,389 
3,365 
3,079 
1,627 
3,530 
3,497 
1,667 
2,101 
2,491 
1,778 
1,777 
1,435 
2,119 
1,171 
2,387 
2,038 
1,888 
3,074 
1,570 
4,462 
2,789 
2,748 
1,272 
1,561 


896 
914 
301 
653 
540 
720 
614 
668 
609 
415 
961 
830 
514 
764 

1,046 
813 
746 
395 
861 
859 
421 
555 
657 
481 
493 
397 
593 
338 
709 
609 
567 
939 
493 

1,432 
983 
890 
448 
559 


20.0 


Grayson 


20.4 


Menifee 


20.4 


Marion 


20.5 


Marshall 


20.9 


Allen 


21.3 


Johnston 


21.3 


Adair 


21.6 


Rockcastle 


21.9 


Rowan 


22.1 


Lawrence 


23.0 


Butler 


23.3 


Metcalf 


23.6 


Bell 


23.7 


Carter 


23.8 


Casey 


24.2 


Wayne 


24.2 


Lee 


24.3 


Knox 


24.4 


Greenup 


24.6 


Clinton 


25.3 


Edmonson 


26.4 


Estil 


26.4 


Cumberland 


27.1 


Letcher 


27.7 


Owsley 


27.7 


Jackson 


28.0 


Martin 


28.9 


Magoffin 


29.7 


Elliott 


29.9 


Harlan 


30.0 




30.5 


Perry 


31.4 


Pike 


32.1 


Clav 


35.2 


Breathitt 


32.4 


Leslie 


35.2 




35.8 







CONSTITUTIONAL PROVISIONS. 

The following are the constitutional provisions of Ken- 
tucky relative to public education: 

Sec. 183. — The General Assembly shall, by appropri- 
ate legislation, provide for an efficient system of common 
schools throughout the State. 

Sec. 184. — The bond of the commonwealth, issued in favor 



Educational Pkogbess.] 121 

of the board of education, for the sum of $1,327,000, shall 
constitute one bond of the commonwealth in favor of the 
board of education, and this bond and the $73,500 of the 
stock of the bank of Kentucky (now $79,800), held by the 
board of education, and its proceeds shall be held inviolate 
for the purpose of sustaining the system of the common 
schools. The interests and dividends of said fund, together 
with any sum which may be produced by taxation or other- 
wise for purposes of common school education, shall be ap- 
propriated to the common schools, and for no other purpose. 
'No sum shall be raised or collected for education other than 
in common schools until the question of taxation is submitted 
to the legal voters, and the majority of the votes cast at said 
election shall be in favor of such taxation. 

vc -X- -S * * %f * 

Sec. 185. — The General Asesmbly shall make provision, by 
law, for the payment of the interest of said school fund, and 
may provide for the sale of the stock in the bank of Ken- 
tucky; and in case of a sale of all or any part of said stock, 
the proceeds of sale shall be invested by the sinking fund 
commissioners in other good interest-bearing stocks or bonds, 
which shall be subject to sale and re-investment, from time to 
time, in like manner, with the same restrictions as provided 
with reference to the sale of the said stock in the bank of 
Kentucky. 

Sec. 186. — Each county in the commonwealth shall be en- 
titled to its proportion of the school fund on its census of 
pupil children for each school year ; if the p7'0 rata share of 
any school district shall not be called for after the second 
school year, it shall be covered into the treasury and be placed 
to the credit of the school fund for general apportionment 
the following school year. . . . 

Sec. 187. — In dstributing the school fund no distinction 
shall be made on account of race or color, and separate schools 
for white and colored children shall be maintained. 



122 [Facts About Southern 

Sec. 188.^ — So much of any moneys as may be received 
by the commonwealth from the United States under the re- 
cent act of Congress refunding the direct tax shall become a 
part of the school fund and be held as provided in Section 
184. . . . No county, city, toM^n, taxing district, or 
other municipality shall be authorized or permitted to be- 
come indebted, in any manner or for any purpose, to an 
amount exceeding in any year the income and revenue pro- 
vided for such year, without the assent of two-thirds of the 
voters thereof, voting at an election to be held for that pur- 
pose.* ... 

RURAL SCHOOL STATISTICS, J902-03. 

Numbt-r of school districts in counties 8,396 

VVliite 7,348 

Colored 1,048 

Size of average white district in square miles 5.4 

Number of districts in wliich schools were taught more than five 

months f 693 

White 597 

Colored 96 

Number of graded common schools (not city) in the several 

counties 132 

White 125 

Colored 7 

Number of school houses 8,406 

White 7,312 

(^olored 1,094 

Number of log school houses 1,184 

White 1,001 

Colored 183 

Value of all school houses (not city) $2,718,257 

White 2,551,755 

Colored 166,502 

Number of district libraries .)76 

Number of volumes in district libraries 32,678 

Value of district libraries $17,430 



♦Except for schools, the Constitution of Kentucky limits the tax rate of towns 
and cities between 75 cents and $1.50 on each $100.00 of property; counties 
and taxing districts are limited to 50 cents. 

fThe State superintendent's report does not give the average school term in 
th rural or the city schools. The rural school term is between 90 and 100 
days. The citj- school term about 180 days. 



Educational Pkogbess.] 123 

School census ( 6-20 ) 595,637 

White 521,350 

Colored 74,287 

School enrollment 436,590 

White 387,404 

Colored 49,186 

A\crage daily attendance 251,538 

White ^ 221,129 

Colored 30,409 

Average daily attendance is, therefore, 45.3 per cent, of 
the census and 61 per cent, of the enrollment for white chil- 
dren, and 40.1 per cent, and 57. T per cent, for colored chil- 
dren. 

Number of teachers 9,123 

White 7,968 

Colored 1,155 

Number of teachers who taught for first time 1,304 

White T 1,170 

Colored 134 

Average monthly wages of white teachers $32.06 

Average monthly wages of colored teachers $28.36 

RURAL SCHOOL FUNDS RAISED. 

School fund received from State treasury $1,411,134.36 

Taxes levied for incidental expenses 30.031.67 

Subscriptions of individuals 14.094.13 

Tuition and other sources 10.904.47 

Taxes voted for teachers' salaries 72,965.00 

Taxes levied for buildings, etc 127,444.00 

From other sources 148,923.64 

Total funds raised $1,821,497.27 

Of this amount, $163,732.22 went to pay debts of previous 
year, leaving $1,657,765.05 available for schools, 1902-03. 

Average salary of county superintendent, $701. 

The minimum salary is $400, and the maximum $1,500. 

Kentucky has a compulsory school law, requiring atten- 
dance between the ages of 7 and 14. 

CITY SCHOOL STATISTICS, J 902-03. 
There are twenty city schools in Kentucky. 

School census 124,823 

White 99,236 

Colored 25,587 



124 [Facts About Southekn 

School enrollment 57,458 

White 44,486 

Colored 12,972 

Average daily attendanc i 43,124 

White 34,540 

Colored 8,584 

The daily average attendance was 43 per cent, of the cen- 
sus and 75 per cent, of the cnroUment for white children, and 
38 per cent, of the census and 64 per cent, of the enrollment 
for colored children. 

Number of teachers 1,210 

White 967 

Colored 243 

Average salary teachers in white soliools $46.94 

Average salary teachers in colored schools $36.26 

Number of school houses 155 

White 117 

Colored 38 

Value of school houses $2,579,057 

School funds raised : 

From State treasury $ 284,440.51 

From city taxes 652,272.34 

Tuition 13,218.93 

Other sources 100,633.86 

Total $1,050,105.64 

There was a balance of $224,528.98 from previous year, 
making the available city school fund $1,274,694.62. 

The total amount raised for rural and city schools, 1902-03, 
was $2,871,663.91. 



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